2 Cannon Aim At Each Other Projectile Motion Model M=1 Kg, G= 9.81 M/S^2
Explore 2 Cannon Aim At Each Other Projectile Motion Model M=1 Kg, G= 9.81 M/S^2 as an interactive EJS simulation for mechanics.
1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
2. Big Ideas
What Students Can Learn
- Use total momentum before and after collision as system evidence.
- Distinguish elastic, inelastic, and sticking-together outcomes.
- Relate impulse to change in momentum during contact.
- Recognise that individual velocities can change while total momentum is conserved.
Guiding Question
What stays the same for the system during the collision, and what may change?
3. Try the Investigation
Record Before Values
Note the masses and velocities before contact.
Observe the Collision
Run the interaction and identify whether objects bounce, stop, or move together.
Compare Totals
Compare total momentum before and after, then check whether kinetic energy also stays the same.
Explain the Type
Classify the collision and support your choice with momentum and motion evidence.
4. Teacher Notes
Lesson Use
Use the model to separate conservation of momentum from conservation of kinetic energy.
Discussion Prompts
Ask: Whose momentum changed? What happened to total momentum? Was kinetic energy conserved?
Teaching Moves
Make students compare system totals before discussing individual objects.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
1. What quantity is conserved in an isolated collision system?
2. In a perfectly inelastic collision, what do the objects do after impact?
3. What does impulse equal?
4. Why compare before-and-after totals?
5. What may change in an inelastic collision even when momentum is conserved?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. At the highest point of an ideal projectile path, which statement is most precise?
2. Why can horizontal and vertical projectile motion be analysed separately?
3. A student says the projectile needs a forward force throughout flight because it keeps moving forward. What is the best feedback?
4. Two projectiles are launched at the same speed, one at 30 degrees and one at 60 degrees. What should students compare?
5. What is the best evidence that air resistance is affecting a projectile model?
7. Learning Pulse
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