Curriculum & Instruction

Teaching Elementary School Science

Using the Learning Cycle to Teach Projectile Motion
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Learning Standards: Iowa Core Curriculum, Grades 4-5

List ICC standards for (physical science)
S.35.PS.5, Essential Concept and/or Skill: Understand and apply knowledge of how
forces are related to an objects motion.
List ICC standards for (inquiry)
S.35.SI.1, Essential Concept and/or Skill: Identify and generate questions that can
be answered through scientific investigations
S.35.SI.2, Essential Concept and/or Skill: Recognize that scientists perform different
types of investigations.
S.35.SI.4, Essential Concept and/or Skill: Use appropriate tools and techniques to
gather, process, and analyze data.
S.35.SI.6, Essential Concept and/or Skill: Use evidence to develop reasonable
explanations.Students should determine what constitutes evidence.
List ICC 21st Century Skills (employability)
21.35.ES.4, Essential Concept and/or Skill: Demonstrate initiative, creativity, self
direction, and entrepreneurial thinking to produce successful outcomes.
21.35.ES.5, Essential Concept and/or Skill: Demonstrate productivity and
accountability by producing quality work.
What students will be doing: Students will engage in, explore, explain,
elaborate, and evaluate projectile motion by watching videos, building and testing
launchers, discussing their findings, and creating their own video.
The Learning Cycle Steps and Teacher Notes:

Engagement

This video clip is an excellent way to introduce projectile motion. Students may
want to watch the video more than once. Go for it! Questions to ask students after
the video include the following:
Do you think this is real or was it faked? Why or why not?
How do you think they figured out where to put the pool?
What if someone heavier went down the slide? Would they still hit the target?
What if someone lighter went down the slide?
Did they really need that wooden ramp? Why or why not?
At what spot along the route was the person going fastest?
Why did the person go up then come back down?

We are going to be studying projectile motion. Can anyone tell me what this
video had to do with projectile motion?
http://www.arborsci.com/cool/the-amazing-water-slide-human-projectile
Materials: ping pong balls, launchers, measuring tape or meter sticks, masking
tape, rubber bands of various sizes/thicknesses. Launchers may be purchased
through this web site: http://www.teachergeek.com/Projectile_LaunchersPing_Pong_Ball_Launcher_Activity_10pk_2-html

Exploration

Teacher Notes:
Set-up - Arrange materials in a fashion that makes distribution of
materials and clean-up simple. Box lids or lunch trays work great
to help keep materials organized. Before class, set up enough
sets to allow students to work in groups of 2-3 students. After the
Engage video and subsequent discussion, students will be primed
to further explore projectile motion. Show students the materials
tray before distributing materials to the class. This will help
maintain their focus during teacher directions. Simply show
students the materials, including the word launcher for the
name of the main device, perhaps asking students why they think
this is called a launcher. Do not show them how to use the
launcher - challenge them to figure this out on their own. It will
become obvious they will be launching a ping pong ball. Be sure
to include several rubber bands of various thicknesses on each
tray and to tell students they will need to figure out how the
rubber band is to be used, but that the launcher will not work
without the rubber band. Resist the urge to tell kids how to attach
the rubber band or work the launcher. Give them time to struggle
and problem solve; they will be able to figure things out.
Challenge students to mess around with the materials on their
tray to try to discover three things: 1) how to work the launcher,
2) how to get the ping pong ball to go the farthest, and 3) how to
make a ball go the highest. They will need to notice the angle
setting of the launcher. Tell students there will be no need to
record data as they explore, but to be prepared to share their
discoveries. Allow students 15 or so minutes to work with their
launchers, depending on their level of interest and focus.
While students are exploring, move from group to group asking
probing questions about what students have discovered. You may
need to provide a hint or two about changing the angle of the
device, but will find kids can figure it out with some skilled
questioning.
Bring student groups back together and have them share their
discoveries. Ask students questions such as the following:
What did you do to get your ball to go far?
Did anyone notice how you were able to launch the ball with more
force (pull the trigger back farther or add a tighter rubber band)
How were you able to get the ball to go higher? (move the
settings of the launcher so it was at a bigger angle)
How were you able to get the ball to go farther? (Pull the trigger
back farther and use a middle angle that is not too high and not
too low.)

Introduce the critical terms by first asking students what new

words they believe are important in understanding this activity.
Ideas will be strengthened if the class generates definitions where
possible. Here are some of the important terms for this activity
and samples of student generated definitions:

Explanation

down.

measured

to fall.

projectile motion: motion in an arc pattern of up, then

motion: any change in position from the resting position
force: amount of push given to an object
gravity: downward pull
angle: steepness as measured in degrees by a protractor
distance: how far from the launcher a ball travels as
along the floor.
height: the tallest point a projectile travels before starting

Include a discussion designed to clarify main ideas and

provide students with opportunities to think about the
exploration activity in the context of the new terms. For
example ask students why projectiles always come back
down. (Initially a projectiles speed is enough to overcome the
downward pull of gravity. But as the speed slows, the projectiles speed
is no longer enough to overcome gravity and the object starts falling
back to earth. It does not fall straight down because it still has some
energy that is moving it horizontally due to its initial speed and
direction.)

Materials: ping pong balls, launchers, measuring tape or meter sticks, masking

Elaboration tape, data tables (make copies of the launcher data table )

Challenge 1: Using the ping pong ball launchers, discover what angle is needed to
get the ping pong ball to go the farthest.
Teacher Tips: Devise a way to share the challenge question with
students. In this case, I am going to post the question on the
overhead. Communicate to students how you want them to keep
track of their findings. In this case, I will have students use an
iPad to record what they discover using the popplett app, a
keynote slide or a word processing doc. Pass out the materials to
groups of three. Challenge students to assign a task to everyone
in their group, rather than telling them exactly what those tasks
are. Students will learn more about working together if they figure
this out on their own. Having three students per group works well.
You may need to help some groups assign tasks such as one
student to launch and two students to accurately determine the
landing spot and measure and record the distance. Give them a
few minutes to discuss this, then call on some students to share
their task assignments. Check with each group to insure they are
on task and to see how they adjust their launcher to test a variety
of launcher angles. As you circulate from group to group, ask
questions to get students to make their own plan about how many
trials they should carry out for each angle tested and how many
different angles to test. Examples of questions include:
Is testing the distance once at each angle going to give you

enough data? Why or why not? (Hopefully students will

realize that by doing more than one trial, you can make up for
small differences in the way the shooter is pulled back or
released or the chance occurrence of the ball traveling
crooked. At least three trials at each angle will give more
accurate data.)
Which different angles do you think you should test? (Be on the
lookout for students who decide to test every 2-4 degrees.
Using changes that small will take longer than the class time
will allow.)
How will your group decide how many different angles you
should test? Why? (While there is not one correct answer to
this question, there are several logical approaches students
may take. Some may keep increasing or decreasing the angle
until they reach the point where it the ball goes the farthest.
Then they can decrease or increase the increments by smaller
amounts to determine the exact angle at which the balls travel
the farthest.)
Bring student groups back together and have them explain their
findings in terms of how the angle affects the distance a ping pong
ball can be launched. Encourage students to use the new terms
introduced during the Explanation phase.
Challenge 2: Explore the projectile motion computer simulation
site to learn more about motion. Experiment with the variables
that can be changed. Try everything. Make a list of everything
you discover about motion, force, friction, and speed. In this case,
I will have students display their discoveries in an interesting way
using the iPad. How do your findings compare to the discoveries
you made using the ping pong ball launcher?
Materials: Access to computers with Flash. This will NOT work on
iPads since they do not have Flash. Simulation website:
http://phet.colorado.edu/sims/projectile-motion/projectilemotion_en.html
Teacher Tips: You may need to prepare data tables for your
students or provide information on which variables they should
change. The variables they can change include angle, mass of
object being fired, location of target, the size of the object being
fired, the initial speed of the object being fired and the air
resistance. You may want to assign one variable to each student
group and have them report back to the class on their findings.

Evaluation

Final Product:
After testing of the new launcher, students collaborate to create a
video to explain one component of projectile motion and will share
this production with others. Students will be assigned a concept
to illustrate and be given science terms that must be included in
their presentation. In addition, their videos will use either
computer simulations or the launchers themselves. Students
reflect on the videos and make suggestions for improvement of
future videos.

Teacher Tips: Require students to write a full script in which

everyone has a speaking role. Once you have checked the script,
then supply the camera for recording. It works best to provide
each student group with a set of requirements for their video.
Samples are shown below under the heading Using Video to
Assess Student Learning.

Diversity Adaptation: One way to adapt the video assessment component

of this activity to students of varying needs and abilities is by leveling the
individual investigations by the complexity of the task involved. The table
below shows one way in which this might be accomplished.
Handout for the Elaboration Phase: Data sheet for angle
exploration (Challenge 1)

Launcher Data Sheet - Challenge 1

Group Members: __________________________________________
What is your research question? _____________________________
________________________________________________________
Independent variable: ______________________
Dependent variable: _______________________
Name the variables you will hold constant: _______________________
________________________________________________________
Data Table: Launch Angle and Distance Ping Pong Ball Travels
Launch Angle (degrees)

Trials

Distance Traveled (m)

trial 1
trial 2
trial 3

___________
___________
___________
___________

Average

trial 1
trial 2
trial 3
Average

___________
___________
___________
___________

trial 1
trial 2

___________
___________

trial 3
Average

trial 1
trial 2
trial 3
Average

___________
___________
___________
___________
___________
___________

Answer to your research question: __________________________

______________________________________________________
Additional Information for the Evaluation Phase: Including group
assignments and student handout for video scripting

Student Group Assignments

Group
Number

Students

Filming
Location

Main Materials

Relationship Investigated

Level of
difficulty

Sam P & Sam S

Hallway

Ping pong ball

launcher

Angle vs. distance

Medium

Phynnex & Daniel

Hallway

Ping pong ball

launcher

Force vs. distance

Complex

Nika, Lexi & Molly

Hallway

Straw launcher

Force vs. distance

Medium

Aubreigh & Katie

Hallway

Straw launcher

Angle vs. distance

Medium

Bennett & Leighton

Classroom

Computer

Initial speed vs. distance

Simple

Alex & Cullan

Classroom

Computer

Roller Coaster Simulation

(Friction)

Simple

Aurion & Peyton

Classroom

Computer

Angle vs. height

Medium

Bianca & Gabi

Classroom

Computer

Roller Coaster Simulation

(steepness & loops)

Complex

The groups listed below stem from the table above, and provide
specific information to each student group on their assessment
tasks.

Group #1:
Materials: Launcher, protractor, ping pong ball
Location: In the hallway
Main Question: What angle causes the ping pong ball to go the farthest?
What you must show and talk about in your video:
Compare the distance a ball travels when shot at big angles (like 70 or 80
degrees), and a

ball shot at small angles (like 10 or 20 degrees).

What angle is best for distance? How did you discover this?
Mention which variables you are keeping constant.
Filming of this works best if you set up three separate launchers so their
angles are all ready and you can film quickly. Film 3 different angles.
What words you must include in your video: projectile motion, distance,
angle, force, variable, and constant.
Write a script of what you will say and who will say it:

Group #2
Materials: Launcher, ping pong ball, measuring tape
Location: In the hallway
Main Question: How does the force you launch the ball with affect the
distance it travels?
What you must show and talk about in your video:
Explain the purpose of this launcher
Show how you can change the force you give the ball. We did not study
this in class, so experiment with it first.
Compare the distance a ball will go at different forces.
Be sure to mention which variables you are keeping constant.
What is your conclusion about force and distance? (What force is best for
distance?)
What words you must include in your video: projectile motion, distance,
angle, force, variables, and constant.
Write a script of what you will say and who will say it:

Group #3:

Materials: Soda Straw Launcher, straws, clay and scissors

Location: In the hallway
Main Question: How does the length of the straw affect how far the soda
straw travels?
What you must show and talk about in your video:
Compare the distance a soda straw travels as it is shortened.
Explain which variables you will leave the same (initial force, amount of
clay, angle) and which variables you will change (length of straw).
What words you must include in your video: projectile motion, distance,
launcher, force, angle, variables, and constant.
Write a script of what you will say and who will say it:

Group #4
Materials: Soda Straw Launcher, straws, clay and scissors
Location: In the hallway
Main Question: How does the angle affect how far
the soda straw travels?
What you must show and talk about in your video:
Compare the distance a soda straw travels as the angle changes.
Explain which variables you will leave the same (initial force, clay and
straw) and which variables you will change (angle).
You will probably only have time to film 3 different angles. Pick a big one,
the best one and a small one.

What words you must include in your video: projectile motion, distance,
launcher, force, angle, variables, and constant.
What words you must include in your video: motion, speed, angle,
gravity, friction.
Write a script of what you will say and who will say it:

Group #5:
Materials: computer with projectile motion simulation
Location: In the classroom
Main Question:
How does the initial speed affect how far a launched
ball will travel?
What you must show and talk about in your video:
Compare the distance a ball goes when its starting speed is changed. (Start
at a small speed and gradually increase the initial speed)
What initial speed is best for going the greatest distance? How did you
discover this?
Be sure to mention which variables you will keep constant in your trials.
What words you must include in your video: projectile motion, distance,
angle, initial speed, variables and constant.
Write a script of what you will say and who will say it:

Group #6:

Materials: Computer and projectile motion simulation

Location: In the classroom
Main Question: How does the angle a ball is shot affect the distance the
ball travels?
What you must show and talk about in your video:
Compare the distance a ball goes when shot at big angles versus small
angles.
What angle makes the ball go the farthest? How did you discover this?
Be sure to mention which variables you will keep constant in your
experiment.
Words you must include in your video: simulation, projectile motion,
height, distance, angle, variables, and constant.
Write a script of what you will say and who will say it:

Group #7:
Materials: Computer and projectile motion simulation
Location: In the classroom
Main Question: How does the shooting angle affect how high a ball will
go?
What you must show and talk about in your video:
Compare the height a ball goes when shot at different angles.
Explain which variables you will leave the same (initial speed, mass, type of
object) and what you will change.
What words you must include in your video: projectile motion, height,
initial speed, and angle, variables, constant.
Write a script of what you will say and who will say it:

Student Record Sheet:

Names: _________________________________________

Projectile Motion Video Script

Introduce yourself:

______________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
State your Question: ______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Show your Materials: _____________________________________________________________
_______________________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
Demonstrate the Experiment:
Say which variables you will keep constant:
_____________________________________
__________________________________________________________________________
__________________________________________________________________________

Say which variables you will change:

____________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
State your Conclusion:
______________________________________________________________
_________________________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________