Criteria Questioning & Predicting Processing and analyzing data and information Planning and Conducting Evaluating Communicating Level 5 20 points Extending 20 points Extending 20 points Extending 20 points Extending 20 points Extending Level 4 17 points Proficient 17 points Proficient 17 points Proficient 17 points Proficient 17 points Proficient Level 3 14 points Developing 14 points Developing 14 points Developing 14 points Developing 14 points Developing Level 2 12 points Emerging 12 points Emerging 12 points Emerging 12 points Emerging 12 points Emerging Level 1 10 points Not Yet Emerging 10 points Not Yet Emerging 10 points Not Yet Emerging 10 points Not Yet Emerging 10 points Not Yet Emerging Criterion Score /20 I20 /20 /20 /20 r you have completed the lab activity, please: - upload your completed lab to this assignment folder D record a brief video/audio reflection on how this activity relates and demonstrates the competencies that are outlined in the rubric below (check the competencies here as well). English?\" Knowing that a picture is worth a thousand words, you draw a picture of a projectile path and label all the terms that are on the simulation page. Draw a picture like you would for your friend and write what you would tell her about the terms. Insert an image of your drawing into this document. 5. Describe in your own words why using the simulation is a good method for studying projectiles. Include the error sources the simulation eliminates (or minimizes) and what representations the simulation provides that are helpful. Expand your understanding: 6. Use the @ screen to expand your ideas about what affects the landing location and path of a projectile. List any discoveries you made to identify additional things that affect the landing site of a projectile and/or path of a projectile. Next to each item, briey explain why you think the motion of the projectile is affected. 7. Compare your everyday experiences to the simulation. Design a few tests like rolling things off a table or tossing some things into a basket or bowl to determine how well the simulation represents projectile motion. Some good objects are tightly rolled socks or paper crumpled into a ball. Write about your experiments and compare them to the simulation. Projectile Motion This lab uses the Projectile Motion simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license. https:r'fphct.colorado.cdu;'simsr'htmlfprojcctilc-motionflatcstfprojcctile-motion cn.html Learning Goals: Students will be able to a Predict how varying initial conditions affect a projectile path 0 Use reasoning to explain the predictions. 0 Explain projectile motion terms in their own words. 0 Describe why using the simulation is a good method for studying projectiles. Everyday Physics in your life: 1. As you get ready for bed, you roll up one of your socks into a tight ball and toss it into the laundry basket across the room. Then, you try to toss the other sock without rolling it up.. What effects whether or not your socks land in the basket? Develop your understanding: 2. Use Intro screen to test your ideas about the things that affect the landing location ofa projectile. |_ mu... .umw nmrazrm a. Make a complete list of things that affect the landing site of a projectile including your ideas from question #1 and any discoveries you made using the simulation. b. Next to each item, briey explain why you think the landing location changes. 3. What is meant by the expression \"ight path of a projectile"? Draw the ight path of your socks and describe the shape. Use the simulation to investigate how the items you listed in #2 affect the shape of the ight path. Summarize your discoveries including explanations for the different ight paths. 4. Suppose your friend asks you to tell them about projectiles. You start to explain, but she interrupts. \"Wait," she says, \"You're using a lot of words I don't understand. Can you explain in