Baseball Science Fun Sheets

WASHINGTON NATIONALS BASEBALL SCIENCE FUN SHEETS

E SID AC T T U I V O

INTRODUCTION What is the difference between a curveball, fastball and cutter? In this lesson, students will KEY WORDS learn about the aerodynamic properties of a ball • Axis of Rotation in flight and the influence of spin on its trajectory. • Magnus Effect OBJECTIVES • Curveball • Determine the trajectory of different pitches. • Simulate different types of pitches using a ball. • Fastball • Explain why baseballs curve (Magnus Effect).

KEY CONCEPTS • Aerodynamics is about the way something FOCUS STANDARDS moves when passing through air. In this Relates to Line of Symmetry: activity, students will measure the effect of changing the way a ball moves through air by CCSS.MATH.CONTENT.4.G.A.3 where it ends up. • Draw lines of symmetry of a ball. Relates to Coordinate Graphs: • Plot the distance a ball curves from the center CCSS.MATH.CONTENT.5.G.A.2 line.

MATERIALS • Worksheet • Ball (beachball if available) • Tape Measure • Coins & Tape Aerodynamics

PROCEDURE 1. Show a Magnus Effect video to engage the students. 2. Provide students with paper and tape. Roll the paper to create a hollow cylinder. 3. On a tilted platform, release the roll of paper. 4. The rotation of the paper and Magnus Effect will cause the cylinder to spin as it falls towards the floor. PROCEDURE 5. Draw a line1. S hofow symmetry the Magnus E fonfect thevideo ball to understand the rotational axis (vertical vs. horizontal). a. Provide students with paper and tape. Roll the paper to create a hollow cylinder. a. If a ball has top spin or backspin, it is rotating along its horizontal axis; if a ball has side spin, it is rotating along its verticalb. b. On aaxis. tilted platform, release the roll of paper.

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FASTBALL CURVEBALL SLIDER

# Aerodynamics

ADDITIONAL SUPPORT • Explore the concept of a line of symmetry by folding and marking an 8 ½ x 11 standard piece of paper horizontally and then vertically. Both creases are lines of symmetry. Then try to fold it diagonally to notice that mirror image sides are NOT created. • Use a variety of objects to demonstrate rotational axis of spheres. (i.e., bead on a string) • Support making accurate measurements by placing tape intervals with inches already marked on the tape (negative and positive) on either side of the designated center line (or zero line) for the activity. ONLINE RESOURCES What Is The Magnus Force? (3:46) – https://tinyurl.com/ycmvgmwx – Engaging introduction and demonstration of the Magnus Force that is behind how and why a thrown baseball will curve left or right, sink, or move unpredictably. How to Curve a Baseball (4:06) – https://tinyurl.com/y87x245d – A continuation from the previous video that shows exactly how a ball, when modified with weights, shows the different movements a thrown ball will make. Clear and informative for all levels. Sports Balls Vs. Magnus Effect (5:17) – https://tinyurl.com/y9nfqo8u – A dramatic example of the Magnus Force using an extreme ball drop with six different types of balls (baseball at 3:02 sec) at an outdoor venue. POTENTIAL EXTENSIONS Extension Idea #1 – From a safe and secure location, try to replicate the Magnus effect seen in the videos. Aerodynamics WORKSHEET

STUDENT NAME

INSTRUCTIONS: Want to pitch like Max Scherzer? In groups, practice throwing a ball with differentSTUD EspinsNT NA MtoE: show how it affects trajectory. After each throw, measure the distance the ball from the center line.

TOPSPIN

Throw # Horizontal distance from center line (inches)

Center line 3

BACKSPIN

Throw # Horizontal distance from center line (inches)

-8 -6 -4 -2 0 2 4 6 8 1

SIDESPIN

Throw # Horizontal distance from center line (inches)