Year 12 Physics Module 5 ⏱ ~30 min 5 MC · 3 Short Answer Lesson 5 of 18

Practical Investigation: Validating Projectile Motion

Design a horizontal-launch investigation, collect primary measurements with stated resolution, transform the data into a linear graph, and decide what the evidence supports without treating agreement as proof.

Today's hook: If a ball leaves a ramp horizontally at constant speed, the model predicts $R\propto\sqrt{h}$. What pattern would convince you—and what uncertainty or bias could imitate that pattern?
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Connect and predict

Warm up first

Three quick questions from earlier lessons. Pulling old material back to mind before you learn something new makes the new material stick better, so this is not busywork.

Worksheets

Practise this lesson

Four printable worksheets that build from the foundations up to exam-style questions, start at whatever level suits you.

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Think First, Predict
warm-up

If you launch a ball horizontally from a ramp at different heights, how will the horizontal range depend on the launch height? Sketch your predicted graph before reading on.

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Learning Intentions
goals

Know

  • Identify independent, dependent and controlled variables
  • Select appropriate equipment and measurement techniques

Understand

  • Record raw data with correct units and appropriate precision
  • Process data to validate theoretical predictions

Can Do

  • Compare experimental results to theoretical models
  • Identify sources of error and suggest improvements
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Scan these before reading
vocab
Independent variableThe variable deliberately changed by the experimenter; here, launch height $h$.
Dependent variableThe variable measured in response; here, horizontal range $R$.
Controlled variableVariables kept constant to ensure a fair test; here, launch speed $v_x$ and the same ball.
Systematic errorAn error that shifts all measurements in the same direction, e.g. a tilted ramp.
Random errorUnpredictable fluctuations in measurement; reduced by repeating trials and averaging.
Percentage difference$\%$ difference $= \dfrac{|x_\text{exp} - x_\text{theory}|}{x_\text{theory}} \times 100\%$; quantifies how close the experiment is to the model.
Cross-lesson links: L04 drilled the equations. L05 tests them against real data, experimental investigation of projectile motion reveals the gap between the ideal model and physical reality, which is exactly what the Working Scientifically component of HSC exams assesses.
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Design variables, method and risk controls

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Aim and Theoretical Background
+5 XP

What we expect to observe based on the model

Practical Setup, ramp and landing zone showing launch height h and horizontal range R

Practical setup: ball bearing rolls from ramp exit at height $h$ and lands at horizontal range $R$.

Detailed practical setup with labelled components including ramp, carbon paper, ruler and clamp stand

Detailed equipment layout showing retort stand, ramp exit, measuring positions and landing zone.

Aim: To determine the relationship between the launch height and the horizontal range of a projectile launched horizontally, and to compare the experimental results with the theoretical model.

Assumptions of the model:

  • The vertical acceleration is constant and equal to $g = 9.8\ \text{m/s}^2$ downward
  • Air resistance is negligible
  • The launch velocity is horizontal (launch angle $\theta = 0°$)

For a horizontal launch from height $h$ with speed $v_x$:

Theoretical Prediction

$s_y = \tfrac{1}{2}gt^2 \Rightarrow t = \sqrt{\dfrac{2h}{g}}$ time of flight from vertical motion
$R = v_x \cdot t = v_x \sqrt{\dfrac{2h}{g}}$ horizontal range

If $v_x$ and $g$ are constant, then $R \propto \sqrt{h}$. A graph of $R$ versus $\sqrt{h}$ should be a straight line through the origin with gradient $v_x\sqrt{2/g}$.

Key Prediction

Because $R \propto \sqrt{h}$, doubling the launch height does not double the range. Quadrupling the height doubles the range. This non-linear relationship is what the experiment will test.

For a horizontal launch from height $h$: time of flight $t = \sqrt{2h/g}$ and range $R = v_x\sqrt{2h/g}$, so $R \propto \sqrt{h}$. Plot $R$ vs $\sqrt{h}$, a straight line through the origin with gradient $v_x\sqrt{2/g}$ validates the model.

Pause, copy the highlighted theoretical prediction and the graph strategy into your book before moving on.

Quick check: According to the theoretical model, if the launch height is quadrupled (multiplied by 4), the horizontal range will:

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Method
+5 XP

A reproducible procedure for collecting valid data

We just saw the theoretical prediction: $R \propto \sqrt{h}$. That raises a question: how do we design the experiment to test this fairly and reproducibly? This card answers it → variables, equipment, and a step-by-step procedure that controls $v_x$ at each height.

Equipment:

  • Ball bearing or small solid sphere (minimise air resistance)
  • Smooth ramp or track with horizontal exit section
  • Retort stand and clamp
  • Metre ruler (±1 mm)
  • Carbon paper and white paper (or motion sensor / video camera)
  • Balance (to measure mass, optional)
  • Stopwatch (±0.01 s, optional for time-of-flight check)

Variables:

  • Independent: Launch height $h$ (measured from floor to exit point)
  • Dependent: Horizontal range $R$ (measured from base of ramp to landing point)
  • Controlled: Launch speed $v_x$ (same release position on ramp), same ball, same surface, minimal air movement

Procedure:

  1. Set up the ramp so the exit is perfectly horizontal. Check with a spirit level.
  2. Place carbon paper over white paper on the floor to mark landing positions.
  3. Release the ball from a fixed position on the ramp. Do not push, let it roll from rest to ensure consistent speed.
  4. Measure the vertical height $h$ from the floor to the centre of the ball at the exit point.
  5. Measure the horizontal range $R$ from the point directly below the exit to the centre of the landing mark.
  6. Repeat for at least 5 different heights, keeping the release position constant.
  7. At each height, perform at least 3 trials and average the range.
Safety

Ensure the landing area is clear. Use a ball that will not roll into traffic or off benches. Wear safety glasses if using a spring launcher.

IV = launch height $h$ (m); DV = horizontal range $R$ (m); controlled = same release point on ramp (constant $v_x$), same ball. Use minimum 5 heights, 3 trials each; carbon paper marks the first-contact point.

Add the highlighted variables table to your notes before the check below.

Did you get this? True or false: releasing the ball from a different position on the ramp for each trial is an acceptable way to vary the launch height.

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Collect and process the data

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Results Table
+5 XP

Record your primary data here

We just saw the method, 5 heights, 3 trials each, carbon paper landing marks. That raises a question: how should the results be organised to make analysis straightforward? This card answers it → a table with $\sqrt{h}$ pre-computed and uncertainty as half-spread of the three trials.

Trial Height $h$ (m) $\sqrt{h}$ (m½) Range $R_1$ (m) Range $R_2$ (m) Range $R_3$ (m) Mean Range $\bar{R}$ (m) Uncertainty (m)
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Worked sample data (for processing practice only; this does not replace primary data):

Height $h$ (m) $\sqrt{h}$ (m½) Mean Range $\bar{R}$ (m)
0.100.3160.32
0.200.4470.45
0.300.5480.55
0.400.6320.64
0.500.7070.71

Record raw distances to the precision justified by the measuring device. For an analogue scale with smallest division $d$, a typical reading uncertainty is $\pm d/2$; repeat half-spread describes trial scatter and is a different quantity.

Results table must include: $h$, $\sqrt{h}$, three range trials, mean $\bar{R}$, and uncertainty $\Delta R = (R_\text{max} - R_\text{min})/2$. The $\sqrt{h}$ column is essential, it linearises the relationship for graphing.

Pause, draw the results table with these column headings in your book before the next section.

Fill the gap: To linearise the relationship $R = v_x\sqrt{2h/g}$, you should plot $R$ (vertical axis) versus (horizontal axis).

Interactive Tool, Primary-data Plotter Open fullscreen ↗

Use the plotter to process measured or supplied data. The Module 5 projectile simulator is a model-comparison fallback, not a substitute for primary data.

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Graph, interpret and compare

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Analysis and Validation
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Compare experiment to theory

We just saw how to set up the results table with $\sqrt{h}$ values. That raises a question: how do we extract a launch speed from the graph and check how well the model fits? This card answers it → measure the gradient of the $R$ vs $\sqrt{h}$ line and compare it to $m_\text{theory} = v_x\sqrt{2/g}$.

Step 1, Plot the graph

Plot $\bar{R}$ (vertical axis) versus $\sqrt{h}$ (horizontal axis), with vertical uncertainty bars. Draw a line of best fit; do not force it through the origin unless the evidence and uncertainty justify that choice.

Step 2, Determine the gradient

The theoretical gradient is:

$$m_{\text{theory}} = v_x \sqrt{\dfrac{2}{g}}$$

From your graph, calculate the experimental gradient $m_{\text{exp}}$ using:

$$m_{\text{exp}} = \dfrac{\Delta R}{\Delta \sqrt{h}}$$

Step 3, Compare

Calculate the percentage difference:

$$\%\ \text{difference} = \dfrac{|m_{\text{exp}} - m_{\text{theory}}|}{m_{\text{theory}}} \times 100\%$$

Step 4, Calculate launch speed from data

Rearranging the gradient formula:

$$v_x = m_{\text{exp}} \sqrt{\dfrac{g}{2}}$$

Compare this calculated $v_x$ to any independent measurement of launch speed (e.g., from a motion sensor or timing gate).

Validation Criteria

No universal percentage threshold proves a model valid. Judge whether the graph is approximately linear, whether the intercept is consistent with zero within uncertainty, and whether experimental and theoretical gradients agree within uncertainty. State the tested range and limitations.

Plot $\bar{R}$ vs $\sqrt{h}$ with uncertainty bars. The gradient $m=\Delta R/\Delta\sqrt{h}=v_x\sqrt{2/g}$ has units $\text{m}^{1/2}$ and gives $v_x=m\sqrt{g/2}$. Agreement supports the model only within the tested conditions and uncertainty.

Add the highlighted analysis steps and acceptance criterion to your notes before the check below.

Quick check: A student obtains an experimental gradient of $m_\text{exp} = 1.02$ m½ from their graph. The theoretical gradient is $m_\text{theory} = 0.95$ m½. The percentage difference is closest to:

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Evaluate uncertainty and error

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Error Analysis and Evaluation
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Working Scientifically, identify and address limitations

We just saw how to validate the model by comparing experimental and theoretical gradients. That raises a question: what causes discrepancies, and how can the experiment be improved? This card answers it → classify errors as systematic or random, then propose targeted improvements.

Systematic errors:

  • Ramp not perfectly horizontal: A slight upward angle increases range; downward decreases it. Check with a spirit level.
  • Air resistance: Significant for light objects or high speeds. Use a dense ball bearing.
  • Release position inconsistent: If the ball is pushed or released from slightly different points, $v_x$ varies. Use a release gate or marked release line.

Random uncertainty:

  • Landing spread: Small variations in release and first-contact position produce trial-to-trial scatter. Carbon paper helps mark first contact.
  • Timing uncertainty: If measuring time of flight with a stopwatch, human reaction time (~0.2 s) is a significant source of error.

Model discrepancy: Air resistance and ball rotation are physical effects omitted by the ideal horizontal-launch model. A repeatable departure caused by an omitted effect is not merely measurement error; it identifies a limitation of the model.

Reliability:

  • Repeating trials at each height and averaging reduces random error.
  • A spread of at least 5 different heights tests the model across a range of conditions.

Improvements:

  • Use a video camera or motion sensor to measure $v_x$ independently and compare.
  • Conduct the experiment in a vacuum chamber (advanced) to eliminate air resistance.
  • Use a photogate at the exit to measure $v_x$ directly and verify the constant-speed assumption.

Random uncertainty produces scatter and is estimated with repeats; systematic bias shifts results consistently and is not removed by averaging; model discrepancy comes from omitted physics such as drag or rotation. A photogate independently measures $v_x$.

Pause, copy the highlighted error classification and improvement into your book before moving on.

Quick check: A student finds that the ball consistently lands slightly further than predicted. This is most likely caused by:

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Evaluate, apply and reflect

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Reliability Check, Time of Flight
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A second validation using a different relationship

We just saw how to classify and address experimental errors. That raises a question: is there an independent check that confirms the horizontal and vertical motions are truly independent? This card answers it → if $v_x = R/t$ is constant across all heights, it directly confirms the independence principle.

The theoretical time of flight is $t = \sqrt{2h/g}$. If you can measure $t$ independently (e.g., with a motion sensor or slow-motion video), you can validate:

$$R = v_x \cdot t$$

Rearranging: $v_x = R/t$. Calculate $v_x$ from each independently measured $(R,t)$ pair. Values consistent within uncertainty support the constant-horizontal-speed prediction over the tested range; they do not prove universal independence.

Height $h$ (m) Theoretical $t$ (s) Measured $t$ (s) $\%$ difference
0.200.20
0.400.29
0.600.35

Theoretical times use $t = \sqrt{2h/g}$ with $g = 9.8\ \text{m/s}^2$.

Independent check: compute $v_x=R/t$ using measured $R$ and measured $t$. Consistent values within uncertainty support the constant-$v_x$ prediction. Using theoretical $t$ would not be an independent validation.

Add the highlighted reliability-check method to your notes before the activities.

Did you get this? True or false: if $v_x = R/t$ is approximately constant across all five heights, this supports the claim that horizontal and vertical motion are independent.

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Motion Calculations

Practise resolving and analysing motion.

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A projectile is launched at 24 m/s, 44° above the horizontal. Find the horizontal and vertical components of the initial velocity.

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At a point in flight, the horizontal velocity is 16 m/s and the vertical velocity is 12 m/s. Find the resultant velocity (magnitude and direction).

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A ball is thrown horizontally at 12 m/s from a cliff 24 m high. Calculate the time of flight and the horizontal distance travelled.

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Independence of Motion

Explain the independence of horizontal and vertical motion.

Explain why a projectile launched horizontally and one dropped from the same height hit the ground simultaneously. Use the concept of independence of horizontal and vertical motion in your answer.

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Revisit Your Thinking

At the start you were asked to predict the graph of horizontal range versus launch height. The model shows $R \propto \sqrt{h}$, a square-root relationship, not a linear one.

Doubling $h$ multiplies the predicted $R$ by $\sqrt{2}\approx1.41$; quadrupling $h$ doubles it. A straight-line $R$ versus $\sqrt{h}$ trend with an intercept and gradient consistent with the prediction supports the model within the tested range, while structured residuals can expose omitted effects.

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Analyse practical evidence independently

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Multiple Choice
+5 XP per correct · +25 XP all correct

A fresh set drawn from this lesson's question bank. Pick your answer, then rate your confidence.

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Short Answer, Analysis Questions
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Apply Band 4 3 marks

Q1. Explain why the ball must be released from the same position on the ramp for every trial. What variable would be affected if the release position changed? (3 marks)

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Analyse Band 5 4 marks

Q2. A student obtains a curved graph when plotting $R$ versus $h$, but a straight line when plotting $R$ versus $\sqrt{h}$. Explain why this observation validates the theoretical model $R = v_x\sqrt{2h/g}$. Include the physical meaning of the gradient in your answer. (4 marks)

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Evaluate Band 6 5 marks

Q3. Evaluate the assumption that air resistance is negligible in this experiment. Under what conditions would air resistance become significant? Describe how the experimental graph would deviate from the theoretical prediction if air resistance were significant, and explain the shape of this deviation. (5 marks)

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Show model answers

Multiple Choice

MC answers and full explanations are shown inline as you complete each question. Use the retry button to attempt a fresh set from the lesson bank.

Q1 (3 marks)

The release position determines the gravitational potential energy converted to kinetic energy, which controls the horizontal launch speed $v_x$ (1 mark). If the release position changes, $v_x$ changes, making $v_x$ an uncontrolled variable (1 mark). Since $R \propto v_x$, any change in $v_x$ directly affects the range, confounding the relationship between $h$ and $R$ that we are trying to validate (1 mark).

Q2 (4 marks)

The theoretical model predicts $R = v_x\sqrt{2/g} \cdot \sqrt{h}$, which is a linear relationship between $R$ and $\sqrt{h}$ passing through the origin (1 mark). The straight-line graph confirms this proportional relationship, while the curved $R$-$h$ graph reflects the square-root dependence (1 mark). The gradient of the $R$ versus $\sqrt{h}$ graph equals $v_x\sqrt{2/g}$ (1 mark), which is constant because $v_x$ and $g$ are constant in the experiment. This provides quantitative validation: the experimental gradient can be compared to the theoretical value (1 mark).

Q3 (5 marks)

Air resistance is negligible for dense objects at low speeds, but becomes significant for light objects (e.g., ping-pong balls), large surface areas, or high speeds (1 mark). Air resistance opposes motion, reducing both horizontal speed and vertical acceleration below $g$ (1 mark). With air resistance, the experimental range would be less than the theoretical prediction at larger heights/speeds (1 mark). The graph of $R$ versus $\sqrt{h}$ would curve downward at higher values rather than remaining straight (1 mark), because air resistance increases with speed, causing greater fractional reduction in range as $h$ increases (1 mark).