P4

Ben Winslow
10/29/16
Motion in 2 Dimensions
Overview
Rationale and Goals: In physics classrooms 2 Dimensional motion is covered either
under kinematics or under forces. There is good reasoning for both situations, on one hand
motion is fresh in students minds and in the other it is easier to introduce 2D after students
are proficient with constructing free-body-diagrams. In this lesson we will use the former
situation. The goal for this lesson is for: 1. Students to understand that an objects horizontal
motion is completely independent with its vertical motion 2. Students are able to understand
how a frame of reference impacts our observations and how to separate an objects motion
into vertical and horizontal components. 3. Students are to solve horizontally launched
projectiles. 4. Students are able to solve projectiles launched at an angle from ground level. 5.
Students are able to solve projectiles motion launched at any angle and at any elevation.
Literature Review:
Developmental changes in children's understanding of horizontal projectile motion.
Shining a light on Harriot and Galileo: On the mechanics of reflection
and projectile motion.
'Galileo's Machine': Late Notes on Free Fall, Projectile Motion, and the Force of
Percussion (ca. 1638-1639).
The Principias third law of motion: Original and generalized forms
Solution to projectile motion with quadratic drag and graphing the trajectory in
spreadsheets.
Houston, We Have Liftoff!
Audience: High school students currently taking physics and have a working
knowledge of 1D motion.
Expected Outcomes for each lesson:

1. Students are able to analyze vertical motion, horizontal motion, understand that the
gravitational field only pulls objects downwards and does not pull objects horizontally.
2. Students will be able to demonstrate that a persons point of view impacts the observed
phenomena. They will be able to construct a right triangle and solve for the sides with the
hypotenuse and angle, and vice versa. Students will know that an objects horizontal motion
does not affect its vertical motion.
3. Students will be able to be able to determine the horizontal distance traveled before it
impacts the ground of an object horizontally launched in the air.
4. Students will be able to solve for the time in the air, maximum height, and distance traveled
of an object projected into the air from ground level.
5. Students will combine day 3 and 4 and will be able to solve for all projected objects from
any height and from any angle, students will also know about projectiles launched at similar
angles.
Content
Introduction: This lesson has a mixture of hands-on experience, digital experience with
simulations, power point presentations, and paper pencil practice.
Definitions: trajectory, horizontal, vertical, gravitational acceleration, projectile
Standards:
These standards for day 1
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of
objects.
b. Compare and contrast scalar and vector quantities.
f. Measure and calculate two-dimensional motion (projectile and circular) by using
component vectors.
These standards for day 2
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of
objects.
a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame
of reference.

b. Compare and contrast scalar and vector quantities.

c. Compare graphically and algebraically the relationships among position, velocity,
acceleration, and time.
f. Measure and calculate two-dimensional motion (projectile and circular) by using
component vectors.
These standards for day 3
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of
objects.
a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame
of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships among position, velocity,
acceleration, and time.
f. Measure and calculate two-dimensional motion (projectile and circular) by using
component vectors.
These standards for day 4
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of
objects.
a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame
of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships among position, velocity,
acceleration, and time.
f. Measure and calculate two-dimensional motion (projectile and circular) by using
component vectors.
These standards for day 5
SP1. Students will analyze the relationships between force, mass, gravity, and the motion of
objects.

a. Calculate average velocity, instantaneous velocity, and acceleration in a given frame

of reference.
b. Compare and contrast scalar and vector quantities.
c. Compare graphically and algebraically the relationships among position, velocity,
acceleration, and time.
f. Measure and calculate two-dimensional motion (projectile and circular) by using
component vectors.

Learning Objectives:
1. Students to understand that an objects horizontal motion is completely independent
with its vertical motion
2. Students are able to understand how a frame of reference impacts our observations
and how to separate an objects motion into vertical and horizontal components.
3. Students are to solve horizontally launched projectiles.
4. Students are able to solve projectiles launched at an angle from ground level.
5. Students are able to solve projectiles motion launched at any angle and at any
elevation.
Guided Practice:
Step-by-step procedure:
1. Define projectile and trajectory from notes
http://benjaminwinslow.weebly.com/projectile-motion-notes.html page 1 to 6
https://www.youtube.com/watch?v=-uUsUaPJUc0
https://www.youtube.com/watch?v=tF_zv3TCT1U
Do a demonstration lab from first youtube video. One student will roll a ball while another will
drop the ball and observe the time for both balls to hit the ground
2. Start with thought experiment If you are riding in a car going 70mph and drop a
ball right in front of your face what will it do? I will change the scenario where you cannot see
out of the windows, change scenario where you see the ball drop but as a by standard
standing on the side of the road. Point out that the exact same phenomena occurred but 2

different observations were made. From notes page 10-13

http://benjaminwinslow.weebly.com/projectile-motion-notes.html.
http://benjaminwinslow.weebly.com/vector-addition.html worksheet on adding different
directions together http://benjaminwinslow.weebly.com/triangle-practice.html
3. take notes from page 7-9 in notes. http://benjaminwinslow.weebly.com/projectilemotion-notes.html. http://benjaminwinslow.weebly.com/practice.html
4. do example 14-17 in notes. http://benjaminwinslow.weebly.com/projectile-motionnotes.html. after notes students will work on simulation with accompanying worksheet
https://phet.colorado.edu/en/simulation/projectile-motion
http://benjaminwinslow.weebly.com/phet.html
5. http://benjaminwinslow.weebly.com/projectile-motion-ws.html on projectile motion
worksheet review horizontally projected motion by working number 1. Review ground level
projected motion by working number 5. Have students complete the other 8 problems and
when they are completed then they move on to the review
http://benjaminwinslow.weebly.com/review.html
Interactive collaboration:
1. Students will break into groups after the videos and will act out the scenario by rolling
a tennis ball and dropping a tennis ball at the same time and observe the time it takes
for both objects to hit the ground. They will need to be working in small groups and
must organize themselves on how they want to proceed. They must find a person who
can drop the tennis ball the same time another ball rolls off of the table.
2. Students will work independently with the thought experiment then have a full class
discussion/debate on what happens. They will work amongst themselves to discover
the truth about horizontal and vertical motion being independent of one another. The
teacher needs to facilitate the discussion and make sure students are having a healthy
discussion and arrive to the conclusion by themselves. The demonstration will be
performed in large groups and the teacher will walk students step by step in the
demonstration and have observers point out things they notice, and more importantly
have the demo volunteers describe what they witness.

3. On day 3 students are ready to calculate motion. In the notes the teacher will work an
example problem and point out key features in the calculations that match with their
previous observations. Students will work collaboratively and help each other out. The
teacher will be match maker and send students who are struggling on a part to a
student who is proficient on that part.
4. Students are ready for more complicated calculations and must use their limited
trigonometry skills (provided earlier with the resultant vector practice and triangle
practice worksheets). Students will continue to work collaboratively and should be
seeking help from other students. During the simulation students will be independently
working on the simulation for half the remaining time remaining. After that point
students should be asking their neighbors how they did something or another.
5. The last day of projectile motion students should be proficient in analyzing motion from
day 3 and day 4. On this day students will be given a variety of problems and must
figure out which method to use on different problems. Students should be primarily
working independently. Teacher should still collaborate with the students to 1 judge if
they understand anything, and 2 guide them to make their own conclusions by using
their self observations from the first 2 days of class.
Hands-on activities:
1. Do a demonstration lab from first youtube video. One student will roll a ball while
another will drop the ball and observe the time for both balls to hit the ground
2. http://benjaminwinslow.weebly.com/vector-addition.html worksheet on adding
different directions together http://benjaminwinslow.weebly.com/triangle-practice.html
3. http://benjaminwinslow.weebly.com/practice.html
4. https://phet.colorado.edu/en/simulation/projectile-motion
http://benjaminwinslow.weebly.com/phet.html
5. http://benjaminwinslow.weebly.com/projectile-motion-ws.html
http://benjaminwinslow.weebly.com/review.html
Assessment of participatory/collaborative learning:
1. Students to understand that an objects horizontal motion is completely independent
with its vertical motion. Data will be collected on their ability to draw new connections based

off of the time an initially horizontally moving object in free-fall and an object dropped in freefall hits the ground.
(rubric) The student is able to explain why objects dropped and thrown horizontally
land at the same time based off of oral explanation to the teacher. The student is able to
describe a different scenario where this same principle can be applied to another object based
off of oral explanation to the teacher.
2. Students are able to understand how a frame of reference impacts our observations
and how to separate an objects motion into vertical and horizontal components.
(rubric) check worksheet for understanding.
3. Students are to solve horizontally launched projectiles.
(rubric) check worksheet for understanding.
4. Students are able to solve projectiles launched at an angle from ground level.
(rubric) check worksheet for understanding.
5. Students are able to solve projectiles motion launched at any angle and at any
elevation.
(rubric) check worksheet for understanding.
Resources: links
Print material: http://benjaminwinslow.weebly.com/projectile-motion-ws.html,
http://benjaminwinslow.weebly.com/triangle-practice.html, this is a refresher in mathematics
which will be needed for this lesson. http://benjaminwinslow.weebly.com/vector-addition.html,
this is adapting triangle practice into something useable in physics and must be done for the
calculations required in this lesson. http://benjaminwinslow.weebly.com/review.html, this is a
rap-up worksheet used as a summative assessment.
Electronic material: http://benjaminwinslow.weebly.com/projectile-motionnotes.html, these are the notes which will be referred back to throughout the weeks worth of
lessons. https://www.youtube.com/watch?v=-uUsUaPJUc0, this video will show students the
completed form of adding vertical and horizontal vectors and will also show an extreme a
scenario where a gun shooting a bullet horizontally will fall at the same rate as a dropped
bullet. At the end of the video there are directions for the lab groups.

https://www.youtube.com/watch?v=tF_zv3TCT1U this video is to show that the extreme case

of shooting a gun is not hocus-pocus but is true with the mythbusters putting it to the test.
Online/web-based material: http://benjaminwinslow.weebly.com/phet.html, this is
what will be used to assess students knowledge using the phet simulation.
https://phet.colorado.edu/en/simulation/projectile-motion,

this is the phet simulation

where students can explore the wonderful world of projectiles.

http://www.physicsclassroom.com/class/vectors/Lesson-2/What-is-a-Projectile,
this is the accompanying website to help students understand vectors and
projectiles with this document
http://benjaminwinslow.weebly.com/questions.html.
http://www.physicsclassroom.com/class/vectors/Lesson-2/HorizontallyLaunched-Projectiles-Problem-Solving, this is the second half of the website to
help students understand the difference between horizontally launched
projectiles and vertical projectiles.
https://www.khanacademy.org/science/physics/two-dimensional-motion/twodimensional-projectile-mot/v/projectile-at-an-angle, this is where students get
referred to if they are lacking understanding and want more step by step
instruction on how to solve projectiles launched at an angle.
Conclusion
Information: This lesson plan guideline setup is first and foremost atrocious.
Lesson plans in the essence should flow in an appropriate manor where
anyone could follow. Generally high school teachers are already experts in
their field of study and their lesson plans are not meant for anyone other than
an expert to understand how to run the lesson. As a personal general rule a
lesson plan can be followed in a chronological order and should flow the same

way class flows, also if it takes an analysis of the plan to come up with a plan
then the format is bad.
Information for follow-up I will refer to some current event where an
analysis of projectile motion can be used. For example a missile launch and do
simple calculations on how high it can reach and how far it can reach.

References
Mou, Y., Zhu, L., & Chen, Z. (2015). Developmental changes in children's
understanding of horizontal projectile motion. International Journal Of Psychology, 50(4), 256264. doi:10.1002/ijop.12095
Smith, R. (2015). Shining a light on Harriot and Galileo: On the mechanics of reflection
and projectile motion. History Of Science, 53(3), 296. doi:10.1177/0073275315580952
Salvia, S. (2014). 'Galileo's Machine': Late Notes on Free Fall, Projectile Motion, and the Force
of Percussion (ca. 1638-1639). Physics In Perspective, 16(4), 440. doi:10.1007/s00016-0140149-1
Sharma, A. (2016). The Principia's third law of motion: Original and generalized
forms. Physics Essays, 29(1), 23-26. doi:10.4006/0836-1398-29.1.23
Benacka, J. (2010). Solution to projectile motion with quadratic drag and graphing the
trajectory in spreadsheets. International Journal Of Mathematical Education In Science &
Technology, 41(3), 373-378.
Roy, K. R. (2014). Houston, We Have Liftoff!. Science & Children, 52(3), 76-77.

AP Physics 1
Name__________________________________

PhET Projectile Motion Lab

Google PhET Projectile, it will be the first hit
(if you NEED a URL, its
http://phet.colorado.edu/en/simulation/projectile-motion)

Then click the

button beneath the picture.
Take a few minutes to familiarize yourself with the
simulation and shoot stuff with the cannon. Once
youve somewhat satisfied your primal desires to
shoot things, follow along with the questions below. Use
complete sentences, yo.
1. Look at the height box at the top. What
kinematics term does it actually stand for,
and what point is it relative to? (hint: shoot the cannon once and watch
the number closely). Explain your reasoning.

2. Fire the projectile launcher straight upwards (angle = 90o) at 18 m/s.

Using kinematics, determine:
a) the time it should take the projectile to reach maximum height

b) the maximum height reached by the projectile

c) Now, using the measuring tape, measure the actual height reached
by the projectile (remember to measure from the little plus sign at the
base of the cannon). Was your answer to (b) the same as this
measurement? If it wasnt, check your math over and find your
mistake.

3. Pick any initial speed and launch angle, and try out firing all the different
objects (golfball -> Buick). How does the mass of an object affect its
motion through the air?

4. You are now going to investigate the effect of launch angle on several
different parameters; air time, maximum height, and range.
a) Fire the projectile launcher at the following angles (with the same
initial speed of 18 m/s), then fill in the table below. You will need to
use the measuring tape to measure the maximum height and the
range.
Angle

Initial
Speed
(m/s)

10o
20o
30o
40o
50o
60o
70o
80o
90o

18
18
18
18
18
18
18
18
18

Air
Time
(s)

Maximu
m
Height
(m)

Range
(m)

b) What is the best angle for maximum height and air time? Explain
why this is so.

c) Is there a direct relationship between air time and range? Explain

why or why not. This is an important question, make sure to give it
some serious thought.

d) Which of your angles above gave the most range? Explain why you
think this is so.

e) Rank your angles above from smallest to largest x-component of their

velocities. Is there a direct relationship between the x-velocity of a
projectile and its range? Explain why or why not.

5. In order to make things easier to see, drag the red target upwards so
that it is on the x axis. This is essential for the next part; it makes it so
the target is at the exact same height as the cannonball when it
becomes a projectile (so dy = 0) We are going to try to show two
interesting rules about projectile motion when dy = 0.
a) Fire your launcher a bunch of times, in 5o increments (with the initial
speed still set to 18 m/s). So, shoot it at 5o, 10o, 15o, 20o, etc (all the
way up to 85o). Which of these angles gave the most range? Look at
where your blue trajectory lines intersect the x-axis, not the
ground below, since we are looking for patterns when dy = 0.

b) Look at all of your blue trajectory lines. Youll notice that some of
them intersect the x-axis at the same points (that is, they have the
same range for dy = 0). There is a pattern that exists here. You may
need to conduct a few additional experiments to figure it out. Fill in
the blanks below once youve found the rule.
If dy = 0, and the initial speed is constant, two launch angles that add
to _____o will give the same range.

c) Does varying the initial speed affect your results to parts (a) and (b)?
Perform a quick experiment to test this out. Why do you think this is
the case?

d) What effect does doubling the initial speed have on the range of the
projectile? Explain your results.

e) Raise your cannon up into the air by dragging it up (see picture at

right). Assuming the standard up = +y, right= +x coordinate
system, will the vertical displacement of the cannonball from
when it is fired to when it lands now be positive, negative, or
zero? Dont worry about complete sentences here.

f) Now the dy does not equal zero. Perform an experiment to see if

your results to (a) and (b) still hold true in this case. Discuss your
results and explain them.

6. Reset the cannon back to the ground. This time, check the
box. You can leave the drag coefficient and altitude at 1 and 0 where
they are by default. Keep the red target on the x-axis as it was before.
Start with the tankshell as your projectile.
a) What effect does the mass of an object have on the maximum height
and range when air resistance is turned on? Explain.

b) What is the best angle for maximum range for the tankshell at an
initial speed of 18 m/s when air resistance is turned on? Is this result
different than when there was zero air resistance? Explain your
results.

c) Find the best angle for maximum range when dy = 0 (when the object
hits your target) with four different objects. Record this information in
the table below:
Object

Mass (kg)

Angle for
maximum
range

d) Is the angle for maximum range dependent on the mass of an object

when air resistance is turned on?

e) The fastest average drive speed in golf is held by Bubba Watson,

coming in at 88.2 m/s (194 mi/h). Keep air resistance turned on, and
switch your object to the golf ball. Using this simulator, decide which
golf iron Bubba would get
the most range with.
There is a table below
showing various
parameters of each golf
club. The Loft of a club
is basically its launch
angle.

7. Challenge time: hit the target. Make sure to turn air resistance off
again, then raise the cannon to a certain height above the ground, and
raise the target to a different height. Make sure that the target is
reasonably far away from the cannon (in the x-direction). Record these
heights below:
Height of cannon = _______ m
Height of target = _______ m
a) Set your initial speed to 18 m/s. Using kinematics equations and your
brain, determine a way to find the angle that will cause your projectile
launcher to hit the target. (Hint: the initial velocity vectors x and y
components can be written as visin and vicos, respectively.
This will make it possible to solve algebraically for . Dont use
guess and check)

b) Now, set your angle to 60o, and find what initial speed you need to fire
the cannon at in order to hit your target. Use the same hint from part (a)
here.

c) (This next problem was a free response problem on an AP Physics B

exam several years ago): Move your cannon back to ground height, and
set the initial speed back to 18 m/s and the launch angle to 65o. Place
the target so that it is at a horizontal distance of 19 m from the cannon
and a vertical distance of 8 m above the x-axis. Without actually
firing the cannon, determine whether or not the projectile will clear the
target (that is, go above it) or whether it will fall short (that is, wind up
below it). Show all your work below. Once youve got a guess, fire it and
see if you were correct.

d) Write your own projectile problem below and solve it. Make sure it is
clear enough (both in handwriting and the clarity of your solution) that I
can follow your reasoning. Use the simulation to check your answer to
see if you were correct.

8. What did you learn in this lab? What did it help you visualize that was
somewhat unclear beforehand? Give me at least four complete
sentences answering these questions.

Triangle Practice Sheet

1. Draw two right triangles. Make them look as different as possible.
2. What makes a right triangle different than other types of triangles?
3. Label hypotenuse, theta, adjacent, and opposite on this triangle.

Use the Pythagorean theorem to find the remaining side for triangles 5-6. (A2 + B2 = C2)
4.

hyp =?

5.

20
4

Adj = ?
5

6
6.
5
hyp = ?

Use trigonometric ratios to find the remaining information for triangles 7-9.
Sin = opp
hyp

Cos = adj
hyp

SOH

Tan = opp
adj

CAH

7.

8.
4

TOA

= 350
hyp = ?

9.
2

opp = ?
6
= 10

=?
8

adj = ?

Vector Addition Problems

1. Add the following vectors and determine the resultant.

3.0 m/s, 45 deg and 5.0 m/s, 135 deg

2. Add the following vectors and determine the resultant.
5.0 m/s, 45 deg and 2.0 m/s, 180 deg
3. Add the following vectors and determine the resultant.
6.0 m/s, 225 deg and 2.0 m/s, 90 deg
4. Add the following vectors and determine the resultant.
4.0 m/s, 135 deg and 4.0 m/s, 315 deg
5. Add the following vectors and determine the resultant.
5.0 m/s, 45 deg and 2.5 m/s, 135 deg
6. Add the following vectors and determine the resultant.
7.0 m/s, 0 deg and 2.0 m/s, 90 deg
7. Add the following vectors and determine the resultant.
8.0 m/s, 330 deg and 4.0 m/s, 45 deg
8. Add the following vectors and determine the resultant.
2.0 m/s, 150 deg and 4.0 m/s, 225 deg
9. Add the following vectors and determine the resultant.
3.0 m/s, 45 deg and 5.0 m/s, 135 deg and 2.0 m/s, 60 deg
10. Add the following vectors and determine the resultant.
2.0 m/s, 315 deg and 5.0 m/s, 180 deg and 2.0 m/s, 60 deg

1. A rock is thrown off a 300 meter tall cliff with an initial horizontal velocity of 14 m/s. How far
from the base of the cliff will the rock land? Draw a picture and label. Solve for time first.
y
ay
v0y
vfy
t

x
ax
v0x
vfx
t

2. What is the vertical acceleration of a ball at the top of its trajectory?

3. Where does the ball have the highest acceleration?

4-9. A football player kicks a ball into the air with a velocity of 22.0 m/s and at a 50.0 angle from
the ground.
4. What is the initial horizontal velocity of the ball? Write equation then solve.

5. What is the initial vertical velocity of the ball? Write equation then solve.

6. What is the magnitude of the initial vertical acceleration of the ball?

7. What is the time of flight of the ball? Write down all known variables, find equation, then solve.
y
ay
v0y
vfy
t
t

8. How far does the ball travel horizontally before it hits the ground?
x
ax
v0x
vfx
t
9. What is the horizontal velocity of the ball at the highest point in the flight?

10-13. State whether true or false about a ball projected at an angle of 81 above the ground and
explain why.
10. The gravitational potential energy of the ball at the maximum height is equal to its initial
kinetic energy.
T F Why?

11. The horizontal distance traveled (range) by the ball is independent of the angle of projection.
T F Why?

12. The horizontal component of velocity and the acceleration of the ball are independent of and
perpendicular to each other.
T F Why?

13. At the maximum height, the vertical component of velocity and the vertical acceleration of the
ball are both zero.
T F Why?

14. A scientist in the back of a moving rollercoaster is going 120.0 m/s throws a baseball
perpendicular to the path of the rollercoaster. The speed with which the ball is thrown is 40.0 m/s.
What is the velocity of the ball the instant it is released from the hand of the scientist?
Draw a right triangle.

Velocity is between ________m/s and ______m/s

15. If you throw ball A at 60 and ball B at 40 which one will travel further?
A B
How do you know?

16. What angle will give you the maximum horizontal distance?
17-21. State whether true or false for a projectile during is parabolic trajectory and explain why.
17. The acceleration changes direction during the flight.
T F Why?

18. The vertical component of velocity changes direction during the flight.
T F Why?

19. The horizontal component of velocity changes direction during the flight.
T F Why?

20. The vertical component of velocity is not affected by gravity.

T F Why?

21. The horizontal component of velocity is not affected by gravity.

T F Why?

Projectile Motion Practice Questions

1. Consider these diagrams. Which diagram, if any, would show:

a) The initial horizontal velocity?

b) The initial vertical velocity?

c) The horizontal acceleration?

d) The vertical acceleration?

Circle the best answer for questions 2 and 3.

2. Suppose a tank is able to point its barrel up at an angle of 90 o. If
the tank is in motion and fires a shell straight up, where will the
shell land if the tank maintains a constant motion. (don't consider
any air resistance)
a) in front of the tank
b) behind the tank
c) on top of the tank

3. Suppose an airplane drops a package out of its cargo hold while

it is travelling through the sky with a constant horizontal speed.
Where will the package land once it hits the ground?
a) directly below the plane

b) below the plane and ahead of it

c) below the plane and behind it
4. A cannonball is launched horizontally from the top of an 80.0 m
high cliff. How much time will it take for the ball to reach the
ground and at what height will the ball be after each second of
travel?

5. Fill in the table below indicating the value of the horizontal and
vertical components of velocity and acceleration for a projectile.
(Don't worry about sig. figs.)

6. The diagram below shows the path for a projectile launched

upwards and at an angle from the top of a tall building. The initial
horizontal and vertical components of velocity are shown at t = 0 s.
The path of the projectile is shown in time intervals of one second.
For each time interval, state the horizontal and vertical components
of velocity. (Don't worry about sig. figs.)

7. A cannonball is launched horizontally from the top of a 45 m high

cliff.
a) How long is the cannonball in the air? (Don't worry about sig.
figs.)

b) At what height is the cannonball after each second?

8. Determine the horizontal (vix) and vertical components (viy) for

the following situations:
a) A water balloon is launched with a speed of 40.0 m/s at an
angle of 60.0o to the horizontal.

b) A motorcycle stunt person traveling 70.0 m/s jumps off a

ramp at an angle of 35.0o to the horizontal.

c) A springboard diver jumps with a velocity of 10.0 m/s at an

angle of 80.0o to the horizontal.

9. There are three different scenarios below. For each, calculate v ix,
viy, tup, ttotal, x, and y @ peak.
a) A projectile is launched with an initial velocity of 9.5 m/s at an
angle of 40.0o to the horizontal

b) An object is catapulted with an initial velocity of 25.0 m/s at an

angle of 60.0o to the horizontal.

c) A projectile is launched at an angle of 60.0 o to the vertical with

an initial velocity of 3.0 x 101 m/s.

Solutions
1. a) A
b) B or C
c) None, as there is no horizontal acceleration for projectiles.

d) None, since none of the diagrams on their own properly shows

any acceleration. A series of diagrams showing either a speeding
up or slowing down would be necessary.
2. C
3. A
4.

y = 80.0 m
g = -10 m/s2

y = 0.5gt2
-80.0 m = 0.5(-10)t2
-80.0 = -5t2
-80.0/-5 = t2
16.0 = t2
t = 4.00 s
So it will take 4.00 seconds to fall 80.0 m.
We can use the same equation to find the height as well after each
second of motion.
y = gt2
So for the first second:
y = (-10)(1.00)2
y = -5.00 m
So now to find the height (which was initially at 80 m) we will take
80 m and subtract the distance that the ball has dropped. In other
words:
80.0 m 5.00 m = a height of 75.0 m
Then continue to plug in each second and compute:
So at t = 2.00 s, y = 20.0 m (down). 80.0 m 20.0 m = 60.0 m
At t = 3.00 s, y = 45.0 m (down). 80.0 m 45.0 m = 35.0 m
At t = 4.00 s, y = 80.0 m (down) 80.0 m 80.0 m = 0.00 m

5. The vx values remain 10 m/s for the entire 6 seconds; the ax

values will be 0 m/s2 for the entire 6 seconds.
The vy values will be changing by 10 m/s each second, so v y = 20
m/s at the first second, 10 m/s at the second second, 0 m/s at the
third second, -10 m/s at the fourth second, -20 m/s at the fifth
second, -30 m/s at the sixth second.
The ay values will be 10 m/s2
6. The vx values will remain 8 m/s for the entire 6 seconds.
The vy values will be changing by -10 m/s each second.
So vy = 10 m/s at the first second, vy = 0 m/s at the third second, vy
= -10 m/s at the third second, vy = -20 m/s at the fourth second, vy
= -30 m/s at the fifth second, and vy = -40 m/s at the sixth second.
7. a) y = 0.5gt2
-45 = 0.5(-10)t2
-45 = -5t2
-45/-5 = -5t2/-5
9.0 = t2
t = 3.0 s
b) First second: 45 - 5 = 40 m high
Second second: 45 - 20 = 25 m high
Third second: 45 - 45 = 0 m (hits ground)
8. a) cos60.0 = vx/40.0 m/s, vx = (40.0 m/s)(cos60.0), vx = 20.0
m/s.
sin60 = vy/40.0 m/s, vy = (40.0 m/s)(sin60.0), vy = 34.6 m/s
b) cos35.0 = vx/70.0 m/s, vx = (70.0 m/s)(cos35.0), vx = 57.3 m/s.
sin35.0 = vy/70.0 m/s, vy = (70.0 m/s)(sin35.0), vy = 40.2 m/s.
c) cos80.0 = vx/10.0 m/s, vx = (10.0 m/s)(cos80.0), vx = 1.74 m/s.
sin80.0 = vy/10.0 m/s, vy = (10.0 m/s)(sin80.0), vy = 9.85 m/s
9.
a)

vix = (9.5 m/s)(cos40.0o) = 7.27 m/s or 7.3 m/s

viy = (9.5 m/s)(sin40.0o) = 6.10 m/s or 6.1 m/s
tup = 6.10 m/s/10 m/s2 = 0.610 s or 6.1 x 10-1 m/s
ttotal = (2)(0.610 s) = 1.22 s or 1.2 s
x = (7.27 m/s)(1.22 s) = 8.86 m or 8.9 m
y = (6.10 m/s)(0.610 s) + (-10 m/s2)(0.610 s)2 = 3.72 m - 1.86 m
= 1.86 m or 1.9 m
b)
vix = (25.0 m/s)(cos60.0o) = 12.5 m/s or 1.25 x 101 m/s
viy = (25.0 m/s)(sin60.0o) = 21.65 m/s or 2.17 x 101 m/s
tup = 21.65 m/s/10 m/s2 = 2.165 s or 2.17 s
ttotal = (2)(2.165 s) = 4.33 s
x = (12.5 m/s)(4.33 s) = 54.12 m or 5.41 x 101 m
y = (21.65 m/s)(2.165 s) + (-10 m/s2)(2.165 s)2 = 46.87 m 23.43 m = 23.44 m or 2.34 x 101 m
*it says to the vertical, so the equivalent would be 30.0 o to the
horizontal.
vix = (3.0 x 101 m/s)(cos30.0o) = 25.98 m/s or 2.6 x 101 m/s
viy = (3.0 x 101 m/s)(sin30.0o) = 15.0 m/s or 1.5 x 101 m/s
tup = 15.0 m/s/10 m/s2 = 1.50 s or 1.5 s
ttotal = (2)(1.50 s) = 3.00 s or 3.0 s
x = (25.98 m/s)(3.00 s) = 77.94 m or 7.8 x 101 m
y = (15.0 m/s)(1.50 s) + (-10 m/s2)(1.50 s)2 = 22.50 m - 11.25 m
= 11.25 m or 1.1 x 101 m

Projectile Motion
Read from Lesson 2 of the Vectors and Motion in Two-Dimensions chapter at The Physics Classroom:
http://www.physicsclassroom.com/Class/vectors/u3l2a.html
http://www.physicsclassroom.com/Class/vectors/u3l2b.html
http://www.physicsclassroom.com/Class/vectors/u3l2c.html
http://www.physicsclassroom.com/Class/vectors/u3l2d.html
http://www.physicsclassroom.com/Class/vectors/u3l2e.html
http://www.physicsclassroom.com/Class/vectors/u3l2f.html
MOP Connection:
1.

Vectors and Projectiles: sublevels 7 - 10

A baseball is dropped off a cliff and it accelerates to the

ground at a rate of -9.8 m/s2, down. Meanwhile a
cannonball is launched horizontally from a cannon with a
horizontal speed of 20 m/s.

Baseball
t(s)

y(m)

t(s)

Cannonball
x(m)
y(m)

0
1
2
3
4
5

2.

A scale is shown along the sides of the graphic at the right.

Use the scale to locate the position of the baseball and the
cannonball. Trace a line to indicate the trajectory of the
cannonball.

3.

Which of these two balls strike the ground first?

4.

Compare the two diagrams - the vertical free-fall motion on the left and the two-dimensional freefall motion on the right. Describe the effect on an object's horizontal motion upon the object's
vertical motion.

5.

The diagram below shows the trajectory of a horizontally launched projectile. Positions of the
projectile at 1-second intervals are shown. Demonstrate your understanding of the components of
the displacement vector by determining the horizontal displacement (x) and the vertical
displacement (y) after the fifth second.

x=

y=

6.

A ball is launched horizontally from the top of a cliff with an initial velocity of 20 m/s. The
trajectory of the ball is shown below. Express your understanding by filling in the blanks.

7.

If the ball in the diagram above strikes the ground after four seconds, then (a) how high was the cliff
and (b) how far from the base of the cliff will the ball land? PSYW

8.

If the ball's initial speed in question #6 was 16 m/s, then how far from the cliff will the ball land?

9.

Use the diagram below to construct a free-body diagram for a vertically launched projectile as it
rises towards its peak, at its peak, and as it is falls from its peak.

10. Use the diagram below to construct a free-body diagram for a projectile launched at an angle as it
rises towards its peak, at its peak, and as it is falls from its peak.

11. A projectile is launched with a speed of 31.1 m/s at an angle of 71.2 degrees above the horizontal.
The horizontal and vertical components of the initial velocity are shown in the first row of the data
table. Fill in the table indicating the value of the horizontal and vertical components of velocity for
the projectile during the course of its motion.

Key Concepts:
A projectile is an object that has the following characteristics.
The only force acting on it is a gravitational force; it is a free-falling object.
The acceleration is directed downwards and has a value of 9.8 m/s2.
Once projected, it continues its horizontal motion without any need of a force.
As it rises, its vertical velocity (vy) decreases; as it falls, its vy increases.
As it travels through the air, its horizontal velocity remains constant.

The Equations:
Kinematic equations used for 1-dimensional motion can be used for projectile motion as well. The key to
their use is to remember that perpendicular components of motion are independent of each other. As
such, the equations for one dimension must be applied to either the horizontal motion of a projectile or
the vertical motion of a projectile. When using the equations to analyze projectile motion, one assumes
negligible air resistance and an acceleration of gravity of 9.8 m/s2, down(-). Thus, ax = 0 m/s/s and ay =
-9.8 m/s/s.
1-Dim.

v f = v o + at

1
d = v ot + 2 at2

v f2 = v o2 + 2ad

x-comp.

v fx = v ox + axt

1
d x = vox t + 2 ax t2

vfx 2 = vox 2 + 2ax dx

y-comp.

vfy = voy + ayt

dy = voyt + 1
a t2
2 y

vfy2 = voy2 + 2aydy

vo + v f
t
2
v + v fx
d x = ox
t
2
v oy + v fy
d=

dy =

12. A ball is projected horizontally from the top of a 92.0-meter high cliff with an initial speed of 19.8 m/s.
Determine: (a) the horizontal displacement, and (b) the final speed the instant prior to hitting the
ground.

13. Determine the launch speed of a horizontally launched projectile that lands 26.3 meters from the
base of a 19.3-meter high cliff.

14. A soccer ball is kicked horizontally at 15.8 m/s off the top of a field house and lands 33.9 metes from
the base of the field house. Determine the height of the field house.

15. A ball is projected at an angle with an initial horizontal velocity of 8.0 m/s and an initial vertical
velocity of 29.4 m/s. The trajectory diagram shows the position of the ball after each consecutive
second. Express your understanding of projectiles by filling in the blanks.

16. Determine (a) the displacement of the ball,

(b) the height above the ground at its peak,
and (c) the final speed of the ball upon hitting the ground.

17. Suppose that the horizontal component of the initial velocity had been 13.0 m/s and the vertical
velocity had been unchanged (in questions #15 and #16). Determine the (a) time of flight,
(b) the displacement of the ball,
(c) the height above the ground, and
(d) the speed
upon hitting the ground.

18. A physics student is driving his pick-up

truck down Lake Avenue. The pick-up is
equipped with a projectile launcher that
imparts a vertical velocity to a water-filled
rubber projectile. While traveling 20.0 m/s
in an eastward direction, the projectile is
launched vertically with a velocity of 58.8
m/s.
Fill in the table at the right. showing the
horizontal and vertical displacement of the
projectile every second for the first 12
seconds.
1
2
dx = voxt + 2 axt
1
2
dy = voyt + 2 ayt

t (s)

dx (m)

dy (m)

0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
11.0
12.0

19. On the diagram below, place a large dot on the location of the projectile during each second of its
trajectory. Draw a smooth curve through the dots to indicate the trajectory.

20. Will the projectile land in the truck, behind the truck or in front of the truck? (Assume no air
resistance.)
Explain your answer.

21. A zookeeper has a monkey that he must feed daily. The monkey spends most of the day in the trees
just hanging from a branch. When the zookeeper launches a banana to the monkey, the monkey has
the peculiar habit of dropping from the trees the moment that the banana is launched.
The banana is launched with a speed of 16.0 m/s at a direction of 51.3 above the horizontal (which
would be directly at the monkey). The monkey is initially at rest in a tree 25.0-m above the ground. Use
kinematic equations to determine the horizontal and vertical displacements of the banana and the monkey
at 0.5-second time intervals. Then plot the trajectories of both banana and monkey on the diagram below.
Banana
Time
(s)

dx
(m)

dy
(m)

Height
(m)

0.5
1.0
1.5
2.0

Time
(s)

Monkey
dy
(m)

Height
(m)

25.0

0.5
1.0
1.5
2.0

22. Based on your mathematical analysis above, will the zookeeper hit the monkey if she aims the
banana directly at the monkey?

23. Use trigonometric functions to resolve the following velocity vectors into horizontal and vertical
components. Then utilize kinematic equations to calculate the other motion parameters. Be careful
with the equations; be guided by the principle that "perpendicular components of motion are
independent of each other."
Megan Progress, GBS golf
A place kicker launches a
A long jumper leaps with an
standout, hits a nine-iron with kickoff at an angle of 30 to
initial velocity of 9.5 m/s at an
a velocity of 25 m/s at an
the horizontal and a velocity
angle of 40 to the horizontal.
angle of 60 to the horizontal. of 30 m/s.
vox =

m/s

vox =

m /s

vox =

m /s

voy =

m/s

voy =

m /s

voy =

m /s

tup =

tup =

tup =

ttotal =

ttotal =

ttotal =

dx =

dx =

dx =

dy @ peak =

dy @ peak =

dy @ peak =

24. Generalize the calculations performed in question #23 above by writing the equations used to calculate each of
the quantities requested in the problem.
vox =

voy =

tup =

ttotal =

dx =

dy @ peak =

25. Determine the range of a ball launched with a speed of 40.0 m/s at angles of (a) 40.0 degrees, (b) 45.0 degrees, and (c)
50.0 degrees from ground level. PSYW and label your answers.

26. For the three initial launch angles in question #25, determine the peak heights. PSYW and label your answers.

Projectile Motion

What projecti
Projectile -Any object which projected by some
means and continues to move due to its own
inertia (mass).

Projectiles
Since a projectile
moves in 2dimensions, it
therefore has 2
components just
like a resultant
vector.
Horizontal and
Vertical

move in TWO

Horizontal

Velocity

NEVER changes, covers equal displacements in

equal time periods. This means the initial
horizontal velocity equals the final horizontal
velocity
In other words, the horizontal
velocity is CONSTANT. BUT
WHY?
Gravity DOES NOT work
horizontally to increase or
decrease the velocity.

Vertical
Velocity
Component

Changes (due to gravity), does NOT cover

equal displacements in equal time periods.

Both the MAGNITUDE and DIRECTION change. As

the projectile moves up the MAGNITUDE
DECREASES and its direction is UPWARD. As it

moves down the MAGNITUDE INCREASES and the

direction is DOWNWARD.

Combining the Components

Together, these
components produce
what is called a
trajectory or path. This
path is parabolic in
nature.
Component

Magnitude

Direction

Horizontal

Constant

Constant

Vertical

Changes

Changes

Horizontally Launched
Projectiles which have NO upward trajectory and NO initial
VERTICAL velocity.

vox vx constant

voy 0 m / s

To analyze a projectile in 2 dimensions we need 2

equations. One for the x direction and one for
the y direction. And for this we use kinematic #2.
2
1
x voxt
at
2

x voxt
Remember, the velocity is
CONSTANT horizontally, so
that means the acceleration
is ZERO!

y 1 gt 2
2
Remember that since the
projectile is launched
horizontally, the INITIAL
VERTICAL VELOCITY is
equal to ZERO.

Example: A plane traveling with a

horizontal velocity of 100 m/s
is 500 m above the ground. At
some point the pilot decides
to drop some supplies to
designated
target below. (a) How long is the
drop in the air? (b) How far away
from point where it was launched
will it land?
2
2
y 1 2 gt 500 1 2 (9.8)t
2

102.04 t t 10.1 seconds

What do I
know?

What I want to
know?

vox=100 m/s

t=?
x=?

y = 500 m
voy= 0 m/s
g = -9.8 m/s/s

x voxt (100)(10.1)

1010 m

Vertically
NO Vertical Velocity at the top of the trajectory.

Vertical
Velocity
decreases
on the way
upward

Vertical Velocity
increases on the
way down,
Horizontal Velocity
is constant

Component Magnitude

Direction

Horizontal
Vertical

Constant
Changes

Constant
Decreases up, 0
@ top, Increases
down

Since the projectile was launched at an angle, the

velocity MUST be broken into components!!!

vox vo cos
vo

vox

voy

voy vo sin

There are several

things you must
consider when doing
these types of
projectiles besides
using components. If
it begins and ends at
ground level, the y
displacement is
ZERO: y = 0

You will still use kinematic #2, but YOU MUST use
COMPONENTS in the equation.

vo

vox

voy

x
voxt

y voyt 1 gt
2 2

vox vo cos
v vo sin
oy

Examp
A place kicker kicks a football with a velocity of 20.0 m/s
and at an angle of 53 degrees.
(a) How long is the ball in the air?
(b) How far away does it land?
(c) How high does it travel?

vox vo cos

vox 20 cos 12.04 m / s

53
voy v sin
o

Examp

voy 20 sin
53

15.97 m / s

A place kicker kicks a

football with a
velocity of 20.0 m/s
and at an angle of 53
degrees.
(a) How long is the ball
in the air?

What I know
vox=12.04 m/s
v oy=15.97 m/s

y=0
g = - 9.8
m/s/s

y voy t 1 gt 2 0 (15.97)t 4.9t 2

2
2

4.9t
15.97 4.9t
15.97t
t 3.26 s

What I want
to know
t=?
x=?
ymax=?

A place kicker kicks a

football with a velocity
of 20.0 m/s and at an
angle of 53 degrees.
(b) How far away does it
land?

x voxt (12.04)
(3.26)

What I know
vox=12.04 m/s
voy=15.97 m/s

y=0
g = - 9.8
m/s/s

What I want
to know
t = 3.26 s
x=?
ymax=?

39.24 m

Examp
A place kicker kicks a
football with a velocity
of 20.0 m/s and at an
angle of 53 degrees.
(c) How high does it
travel?

What I know
vox=12.04 m/s
v oy=15.97 m/s

y=0
g = - 9.8
m/s/s

y voy t 1

What I want
to know
t = 3.26 s
x = 39.24 m
ymax=?

gt2

2
CUT YOUR TIME IN HALF! y (15.97)(1.63) 4.9(1.63) 2

y 13.01
m