9

Science Activity Sheet

Quarter 4 - MELC 1
Week 1
Two Dimensions of a Projectile

REGION VI - WESTERN VISAYAS

Science 9
Activity Sheet No. 1- Two Dimensions of a Projectile
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
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the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Science Activity Sheet

Writer: Lordiosa B. Mainar

Editor: Mila P. Bautista

Wilhelmina S. Co
Schools Division of Capiz Management Team:
Salvador O. Ochavo, Jr.
Nicasio S. Frio
DSegundina F. Dollete
Shirley A. De Juan
Andres D. Quiachon
Glenn Dollete
Judy B. Dunton
Regional Management Team:
Ramir B. Uytico
Pedro T. Escobarte Jr.
Elena P. Gonzaga
\ Donald T. Genine
Rovel R. Salcedo
Moonyeen C. Rivera
Anita S. Gubalane
Minda L. Soldevilla
Daisy L. Lopez
Joseph M. Pagalaran

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Introductory Message
Welcome to Science Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Science Activity Sheet will help you facilitate the leaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The Science Activity Sheet is developed to help you continue learning even if
you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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Name of Learner: _____________________________________________________
Grade and Section: ___________________________Date: ____________________

SCIENCE 9 LEARNING ACTIVITY SHEET No. 1

Two Dimensions of a Projectile

I. Learning Competency with Code

• Describe the horizontal and vertical motions of a projectile (S9FE-IVa34)

II. Background Information for Learners

Have you tried throwing stones, used a slingshot or shoot an arrow at different angles?
Or have you played or watched basketball games? Can you tell how the ball moves when the
player scores a basket? How do you describe the motion of the ball?
The stone thrown at a certain height or angle, a slingshot, an arow and the ball thrown
into the basket are examples of projectiles. A projectile is an object that is initially thrown into
the air and continues to move on its path with the action of gravity.
A projectile motion has two components: horizontal and vertical. The horizontal
component is uniform motion; the vertical component is free fall. Throughout the motion of the
projectile, change occurs only in the vertical velocity because of the influence of gravity, while
the horizontal velocity does not change.

Figure 2. Sketch of the velocity vector

components

Figure 1. An example of projectile motion

Image retrieved from : https://projectilemotioninbasketball.weebly.com/projectile-motion-in-basketball.html

In this learning activity, you will describe the horizontal and vertical components of a
projectile.

III. Accompanying DepEd Textbook and Educational Sites

DepEd-Bureau of Secondary Education, Curriculum Development Division, Science –
Grade 9 Learner’s Module, First Edition, 2013 (pp.249-251). Pasig City,
Philippines

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IV. Activity
Activity 1. Curve a Like
Materials: chalk or marker or any writing pens
2 whole sheets of manila paper
Small ball or round object safe to throw (e.g. tennis ball, sepak takraw,
etc.)
Procedure:
1. Match-a-curve
A. Draw a rough parabola by sketching vertical and horizontal lines on a piece
of a manila paper, then paste it on wall and throw the ball similar to Figure 3
below. (Note: the distance between each unit/span must be equal in horizontal
lines and vertical lines).
Horizontal
start 1unit 2unit 3unit 4unit
v
1span e
r An example of the
2span t box to be used for
i Procedure B.
3span c
a
4span l
Figure 3. Matching trajectory A to a half parabola

Guide Questions: (Based on results of figure 3)

1. In what direction or orientation did you throw the ball?
_________________________________________________________________

2. How would you describe the ball’s path and motion?

_________________________________________________________________

B. Draw a box at the bottom end of the parabola. Using the manila paper as
your background guide, throw the ball overhead with the box as the target
in mind.

3. How many tries did you make before you matched the curves this time?
_________________________________________________________________
4. What does this tell you regarding visuals or imaginary targets in sports?
_________________________________________________________________
2. What a Curve!
a. On another manila paper, draw a complete parabola and throw the ball similar
to Figure 4 below. (Note: the distance of between each unit/span must be equal.)
Horizontal
start 1unit 2unit 3unit 4unit
v
1span
e
r
2span
t
i 3span
c
a 4span
l
Figure 4. Matching trajectory B to a complete parabola

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Guide Questions: (Based on results of figure 4)
5. In what direction or orientation did you throw the ball?
_________________________________________________________________

6. How would you describe the ball’s path and motion?

_________________________________________________________________

7. Aside from doing more trials or “practices” for this parabola from throwing the ball,
where will you place the imaginary target to aim for better matching results? (top of
the curve, middle of the curve or bottom of the curve)
_________________________________________________________________

8. Based on the activity, is it possible that the ball will end at a higher elevation than
its starting level?
_________________________________________________________________

9. What force got the ball projected?

_________________________________________________________________

10. What force continued to act on the ball when in mid-air?

_________________________________________________________________

Guide Questions: (Based on results of figure 3 and figure 4)

11. How will you compare or contrast the horizontal and vertical spacing?
_________________________________________________________________

12. What does the spacing in the set of vertical lines indicate about the vertical
displacement and vertical velocity of the projectile motion?
_________________________________________________________________

Equations of Motion for Projectiles

Vectors are quantities with magnitude and direction. And any vector can be presented
by a vector arrow, the length of which corresponds to the magnitude, while the arrow point in
the direction of the vector quantity.
For a horizontally projected object, the displacement and velocity vector both have
magnitude and direction that you can separate into components:
𝑥
horizontal components: Eq. 1: 𝑑𝐻 = 𝑥 = 𝑣𝑥 𝑡 Eq. 2: 𝑣𝐻 = 𝑣𝑥 =
𝑡
1
and vertical components: Eq. 3: 𝑑𝑣 = ℎ = 𝑎 𝑡2 Eq. 4: 𝑣𝑣 = 𝑣𝑦 = 𝑎𝑔 𝑡
2 𝑔

Table 1. Kinematic Equations for Projectile Motion

Horizontal Motion Vertical Motion
𝑎𝑥 = 0 𝑣𝑥 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑎𝑦 = −𝑎𝑔 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑣𝑓𝑥 = 𝑣𝑖𝑥 𝑣𝑓𝑦 = 𝑣𝑖𝑦 −𝑎𝑔 𝑡
𝑥𝑓 = 𝑥𝑖 + 𝑣𝑖𝑥 𝑡 1
𝑦𝑓 = 𝑦𝑖 + 𝑣𝑖𝑦 𝑡 − 𝑎𝑔 𝑡 2
2
𝑣𝑓𝑦2 = 𝑣𝑖𝑦 2 − 2𝑎𝑔 (𝑦𝑓 − 𝑦𝑖 )

Vertical displacements and velocities are taken positive upward and negative downward from
the point of release 𝑣𝑎𝑔 = 9.8 𝑚/𝑠 2, downward.

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Example 1:
A tennis ball is thrown horizontally from a table-top with a velocity of 1.50m/s. The
marble falls 0.70m away from the table’s edge.
a.) How high is the lab table?
b.) What is the tennis ball’s velocity just before it hits the floor?

Where: v = velocity
vf = final velocity
vi = initial velocity
t = time
ag = acceleration due to gravity (9.8m/s2)

∆𝑥 0.70𝑚
Step1. Solve the total time: 𝑡= = = 0.47𝑠.
𝑣 1.50𝑚/𝑠
Step 2. Solve for vertical height (y)
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Use the equation: 𝑦𝑓 = 𝑦𝑖 + 𝑣𝑖𝑦 𝑡 − 2 𝑎𝑔 𝑡 2 where 𝑣𝑖𝑦 = 0
1 1
𝑦= 𝑔𝑡 2 = (9.8 𝑚/𝑠2 )(0.47𝑠)2
2 2
𝑦 = 1.08 𝑚

Step 3. Solve for final velocity

To determine the velocity components. Solve 𝑣𝑓𝑦 = 𝑣𝑖𝑦 − 𝑎𝑔 𝑡
𝑣𝑓𝑦 = 𝑣𝑖𝑦 − 𝑎𝑔 𝑡
= (9.8𝑚/𝑠2 )(0.47𝑠)
𝑚 𝑚
𝑣𝑓𝑦 = −4.606 𝑜𝑟 4.61 , 𝑔𝑜𝑖𝑛𝑔 𝑑𝑜𝑤𝑛𝑤𝑎𝑟𝑑.
𝑠 𝑠

Activity 2. PROBLEM SOLVING

• A marble rolls off the edge of a table-top horizontally from a table-top with a velocity
of 2.50 m/s. The marble falls 0.95 m away from the table’s edge.
a.) How high is the lab table?
b.) What is the marble’s velocity just before it hits the floor?

V Reflection
I have learned that the horizontal and vertical motion of a projectile?
___________________________________________________________________
How are the principles of projectile motion applied in a sport?
___________________________________________________________________

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 5
EDSA, South Triangle, Quezon City, Philippines
Breaking Through Science 9, Published, 2014 by C & E Publishing Inc., (pp.227-228).
Links and Other References VII
Possible Answers
1. The ball was thrown horizontally from the top.
2. The ball’s path is curved downwards similar to the drawn graph as figure 3, following the
horizontal and vertical path.
3. Answer may vary.
4. Aiming the visual goals makes practice easier and results in better approximations of flight.
5. The ball was thrown upward from the bottom left at an angle from horizontal.
6. The ball moved up in a curved path until it reached a maximum height and then it moved
downward still following the curved path.
7. It is best to have an imaginary target at the top of the curve rather than anywhere else
along the parabola.
8. In both throws the balls always end up on a lower elevation. It is not possible that the ball
will end at a higher elevation than its starting level.
9. Horizontal force.
10. The force of gravity acted at all times on the ball.
11. The spacing between horizontal lines is equal unlike the spacing between vertical lines
which increases by the square of a span/unit.
12. The increasing distance between vertical lines indicates that the vertical motion is
accelerated due to gravity.
Activity 2:
∆𝑥 0.95𝑚
𝑡= = = 0.38𝑠
𝑣 2.50𝑚/𝑠
1 1
(a) 𝑦 = 2
𝑔𝑡 2 = 2 (9.8 𝑚/𝑠 2 )(0.38𝑠)2
𝑦 = 0.71𝑚
(𝑏)𝑣𝑓𝑦 = 𝑣𝑖𝑦 = −𝑎𝑔 𝑡
9.8𝑚 2
=0− (0.38𝑠)
𝑠
𝑚 𝑚
𝑣𝑓𝑦 = −3.72 𝑜𝑟 3.72 , 𝑔𝑜𝑖𝑛𝑔 𝑑𝑜𝑤𝑛𝑤𝑎𝑟𝑑.
𝑠 𝑠
Answer Key VI