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Baseball Science Fun Sheets WASHINGTON NATIONALS BASEBALL SCIENCE FUN SHEETS E SID AC T T U I V O I T Aerodynamics Y 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. b. The spin cwill. The berota moretion of texaggeratedhe paper and Mag ifnu as Ecoinffect wisil ltaped cause t htoe c yonelinde rside to sp iofn a sthe it f aball.lls towards the floor. 6. Students2. willDra wtry a l icurvingne of symm theetry o balln the byball applyingto understan dspin the r ototat ition andal axi sobserving (vertical vs. h itsoriz oeffectntal) on the trajectory of the ball path. 7. Set up a line of tape about 30’ long. This will serve as the reference line. 8. Have students throw the ball parallel to the line. 3. If a ball has top spin or backspin, it is rotating along its horizontal axis. 9. The throw should deliberately apply spin to the ball to recreate the Magnus Effect. a. If a ball has side spin, it is rotating along its vertical axis. a. The spin will be more exaggerated if a coin is taped to one side of the ball. b. The spin will be more exaggerated if a coin is taped to one side of the ball. 11. Measure how many inches the ball curves along the horizontal plane and record the results in the Worksheet.4. Students will try curving the beach ball by applying spin to it and observing its effect on the trajectory of the ball path. a. Set up a line of tape about 30’ long. This will serve as the reference line. 12.The example provided shows two throws, the first throw curves four feet left and the second throw curves b. Have students throw the beach ball parallel to the line. two feet right. c. The throw should deliberately apply spin to the beach ball to recreate the Magnus Effect. (The spin will be more 13.Observe how the ball curves along the horizontal axis by throwing a fastball (backspin) and a exaggerated if a coin is taped to one side of the ball.) curveball (topspin). d. Measure how many inches the beach ball curves along the horizontal plane and record the results in the Worksheet. 14. Observe how ( Tthehe e xballample curves provided alongshows tw theo th rverticalows, the fir saxist thro byw cu throwingrves 4 feet le aft cutterand the s (sideecond t hspin).row curves 2 feet right.) 15. After three5. O trialsbserve ofhow each the be ofach three ball cu rdifferentves along the typeshorizon taofl athrows,xis by thro wtheseing a f achangesstball (bac ksarepin ) plottedand a cur vebona lla (tcoordinateopspin) chart using zero6. asObs theerve hcenterow the b lineeach bandall cu wholerves alo nnumberg the verti cpositiveal axis by t handrowin negativeg a slider (s iintegersde spin) as measures for the curves. 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) 1 2 Center line 3 BACKSPIN Throw # Horizontal distance from center line (inches) -8 -6 -4 -2 0 2 4 6 8 1 2 3 SIDESPIN Throw # Horizontal distance from center line (inches) 1 2 3 #.
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