CATAPULT PROJECTILE MOTION CALCULATIONS AND DATA
Trajectory Graphs
Catapult Projectile Motion Calculations
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The Catapult Project was first started as a project in Math class, when we were covering quadratics equations and wrapping up our trigonometry unit. We wanted to apply quadratics to real life problems. So our teacher came to us with the application of quadratics to projectile motion. We learned all the equations necessary to calculate the trajectory of a projectile. Then we integrated it into Art Design class, as we began to design and plan for the construction of our catapult.
Since our group had already had settled on an idea early on and tested it at home, we decided to create a model prototype instead of a functional one. Normally, a prototype would either be made in the spur of the moment of a great idea, or after doing many drawings of the invention idea. However, for design class we did them before doing our sketches and scale drawing. We just created a prototype to see how each part would fit together and also to get an estimate of how big each part would be in comparison to each other. We used finalized our materials and the sizes of each piece later in our scale drawing, but this quick and easy prototype gave us a great estimate for the size.
We were also not allowed to launch large or heavy projectiles with the air cannon on campus, we had to test with circular wood cut outs and tennis balls at low pressures. We did not know how well it would hold up if we launched a projectile of a larger mass, such as a baseball, until the official launch day. On launch day we found out that we were not launching baseballs, but rather tennis balls for safety precautions. However we did decide to increase the PSI greatly, and launched tennis balls out of sight which was exciting. However we were not able to predict how much kickback there would be from the air cannon when we launched multiple tennis balls, or even a single grapefruit. Luckily since we used a simple design for our stand it was able to stay stable on the concrete even with a last-minute change of location, from grass to concrete.
In our calculations and applications of quadratic functions in relation to projectile motion, we did not take into account the forces of air resistance and wind resistance, however we did calculate the effects of gravity on the projectile. Normally these would not be significant, however when we did test the air cannon on the official launch day, the wind resistance was visually significant. If you look at the data, we launched the same tennis ball at 70 and 80 PSI, however the 70 PSI launched further with less force because of the wind resistance.
As much as I loved constructing The Second Amendment with my group, I sometimes wished we had tried other types of catapults because I think I would have learned more from struggle. However, I feel I did learn a lot more about modern technologies and how air pressure works, which is something I’d always been curious to see for myself and finally have. Surprisingly I got to do simple things that I had actually never recalled doing before but always wanted to try, like making a stencil, spray painting, and launching an air cannon. But even though I didn’t get to create a catapult similar to everyone else in the class’ I discovered many new things by witnessing my other classmates make their own catapults. I realized how resourceful and ingenious people could be; like how they used certain everyday materials to replace expensive materials, or how one group used notches and joints in their wood beams to reduce the use of screws and increase gluing surface area. I saw how many people struggled to create what seems as simple products, because they had difficulties implementing their original ideas to real life scale, and I would have enjoyed that struggle. I think since we had so much extra time, we could have also figured out a better way for transportation or even explored more styles and designs for the stand.
I think my group members and I functioned really well as a group. We were all attentive and willing to listen to each others ideas. When someone had an idea and carried it out, they made sure everyone else agrees upon it and was informed about why the decision was made. I feel like since many of us had similar visions for the catapult it turned out to be an easygoing and flowing work environment. I think that starting off with a project that went relatively well, has made it an easier transition to Design class. I feel that it helped orientate me with my fellow classmates, the work space, and building tools. The art classroom feels a lot less intimidating than it did the first day, and I am super excited to challenge my thinking and creativity in the next upcoming projects.
Since our group had already had settled on an idea early on and tested it at home, we decided to create a model prototype instead of a functional one. Normally, a prototype would either be made in the spur of the moment of a great idea, or after doing many drawings of the invention idea. However, for design class we did them before doing our sketches and scale drawing. We just created a prototype to see how each part would fit together and also to get an estimate of how big each part would be in comparison to each other. We used finalized our materials and the sizes of each piece later in our scale drawing, but this quick and easy prototype gave us a great estimate for the size.
We were also not allowed to launch large or heavy projectiles with the air cannon on campus, we had to test with circular wood cut outs and tennis balls at low pressures. We did not know how well it would hold up if we launched a projectile of a larger mass, such as a baseball, until the official launch day. On launch day we found out that we were not launching baseballs, but rather tennis balls for safety precautions. However we did decide to increase the PSI greatly, and launched tennis balls out of sight which was exciting. However we were not able to predict how much kickback there would be from the air cannon when we launched multiple tennis balls, or even a single grapefruit. Luckily since we used a simple design for our stand it was able to stay stable on the concrete even with a last-minute change of location, from grass to concrete.
In our calculations and applications of quadratic functions in relation to projectile motion, we did not take into account the forces of air resistance and wind resistance, however we did calculate the effects of gravity on the projectile. Normally these would not be significant, however when we did test the air cannon on the official launch day, the wind resistance was visually significant. If you look at the data, we launched the same tennis ball at 70 and 80 PSI, however the 70 PSI launched further with less force because of the wind resistance.
As much as I loved constructing The Second Amendment with my group, I sometimes wished we had tried other types of catapults because I think I would have learned more from struggle. However, I feel I did learn a lot more about modern technologies and how air pressure works, which is something I’d always been curious to see for myself and finally have. Surprisingly I got to do simple things that I had actually never recalled doing before but always wanted to try, like making a stencil, spray painting, and launching an air cannon. But even though I didn’t get to create a catapult similar to everyone else in the class’ I discovered many new things by witnessing my other classmates make their own catapults. I realized how resourceful and ingenious people could be; like how they used certain everyday materials to replace expensive materials, or how one group used notches and joints in their wood beams to reduce the use of screws and increase gluing surface area. I saw how many people struggled to create what seems as simple products, because they had difficulties implementing their original ideas to real life scale, and I would have enjoyed that struggle. I think since we had so much extra time, we could have also figured out a better way for transportation or even explored more styles and designs for the stand.
I think my group members and I functioned really well as a group. We were all attentive and willing to listen to each others ideas. When someone had an idea and carried it out, they made sure everyone else agrees upon it and was informed about why the decision was made. I feel like since many of us had similar visions for the catapult it turned out to be an easygoing and flowing work environment. I think that starting off with a project that went relatively well, has made it an easier transition to Design class. I feel that it helped orientate me with my fellow classmates, the work space, and building tools. The art classroom feels a lot less intimidating than it did the first day, and I am super excited to challenge my thinking and creativity in the next upcoming projects.