PROJECTILE

MOTION
Objectives
• Distinguish between a vector
quantity and a scalar quantity.
(5.1)
5 PROJECTILE MOTION
• Explain how to find the
Projectile motion can be

..........
resultant of two perpendicular THE BIG
vectors. (5.2) described by the horizontal and
• Describe how the components IDEA vertical components of motion.
of a vector affect each other.
(5.3)

I
• Describe the components of n the previous chapter, we studied simple straight-line
projectile motion. (5.4)
motion—linear motion. We distinguished between motion
• Describe the downward motion with constant velocity, such as a bowling ball rolling
of a horizontally launched
projectile. (5.5) horizontally, and accelerated motion, such as an object
• Describe how far below an
falling vertically under the influence of gravity. Now we
imaginary straight-line path a extend these ideas to nonlinear motion—motion along
projectile falls. (5.6) a curved path. Throw a baseball and the path it follows
is a curve. This curve is a combination of constant-
velocity horizontal motion and accelerated vertical
discover! motion. We’ll see that the velocity of a thrown ball at
any instant has two independent “components” of
MATERIALS cardboard, tape,
motion—what happens horizontally is not affected
soda straws, pencil, ruler,
two marbles by what happens vertically.
EXPECTED OUTCOME Marble 2
will hit Marble 1.
ANALYZE AND CONCLUDE
1. Yes; the speed of Marble 2
discover!
2. Same
3. Gravity accelerates both How Should You Aim to Hit a Falling 4. At the same time,
marbles equally. Target? release Marble 1
and launch
TEACHING TIP Known to many 1. On one corner of a rectangular piece of rigid
Marble 2 by
as the “monkey and hunter,” cardboard, tape two 5-cm lengths of soda
this demonstration illustrates giving it a flick with
straws so they form a trough. Angle the
that vertical acceleration is your finger.
straws to point toward the diagonal corner
independent of initial velocity. of the cardboard. Analyze and Conclude
Many students find it difficult
2. Draw a straight line passing through the 1. Observing Did you hit Marble 1? If so, what
to believe that if the target
center of the soda straws and extending to determined the point of collision?
is released at the instant the
the top of the cardboard.
projectile is launched, the way 2. Predicting What would happen if you used
to hit the target is to aim right 3. Tilt the cardboard so that Marble 1 will roll marbles with different masses?
at it. downhill. Hold Marble 1 in the upper right
3. Making Generalizations Why do the two mar-
corner of the cardboard on the line you’ve
bles fall the same vertical distance from the
drawn. Place a second marble in the trough
line in the same amount of time?
formed by the two soda straws.

68 68
  Teaching Tip You may begin
your discussion of the Discover!
5.1 Vector and Scalar Quantities activity by asking students how
they would aim if gravity were
It is often said that a picture is worth a thousand words. Sometimes not acting on either marble.
a picture explains a physics concept better than an equation does. Most will answer directly at the
Physicists love sketching doodles and equations to explain ideas. For: Links on vectors
target for, in this case, the target
marble would remain stationary
Their doodles often include arrows, where each arrow represents Visit: www.Scilinks.org
and the projectile marble would
the magnitude and the direction of a certain quantity. The quantity Web Code: csn – 0501 follow the line drawn on the
might be the tension in a stretched rope, the compressive force in a cardboard. With gravity acting,
squeezed spring, or the change in velocity of an airplane flying in the the answer remains the same.
wind. Gravity accelerates both marbles
equally causing them to fall the
A quantity that requires both magnitude and direction for a same distance from the line in
complete description is a vector quantity. Recall from Chapter 4 the same amount of time. A hit
that velocity differs from speed in that velocity includes direction is achieved regardless of the
in its description. Velocity is a vector quantity, as is acceleration. In mass of the marbles or the initial
speed of the projectile.
later chapters we’ll see that other quantities, such as momentum,
are also vector quantities. For now we’ll focus on the vector nature Unlike the standard monkey
and hunter demonstration, the
of velocity. vertical acceleration due to
Recall from Chapter 2 that a quantity that is completely gravity is not equal to 29.8 m/s2.
described by magnitude only is a scalar quantity. Scalars can be The use of a slanted surface
added, subtracted, multiplied, and divided like ordinary numbers. “dilutes” gravity and hence
reduces the acceleration.
A vector quantity includes both magnitude and direction, but
Three-ring binders may be used
a scalar quantity includes only magnitude. When 3 kg of sand is
in lieu of a sheet of cardboard.
added to 1 kg of cement, the resulting mixture has a mass of 4 kg. They are perfectly suited for this
When 5 liters of water are poured from a pail that has 8 liters experiment since they provide an
of water in it, the resulting volume is 3 liters. If a scheduled angled surface.
60-minute trip has a 15-minute delay, the trip takes 75 minutes. In
each of these cases, no direction is involved. We see that descriptions
such as 10 kilograms north, 5 liters east, or 15 minutes south have 5.1 Vector and Scalar
no meaning. Quantities
CONCEPT How does a scalar quantity differ from a vector
......

A vector quantity

......
CONCEPT
CHECK quantity? CHECK includes both
magnitude and direction, but a
scalar quantity includes only
magnitude.
Physics on the Job

Air-Traffic Controller Teaching Resources

Busy airports have many aircraft landing or taking off every • Reading and Study
minute. Air-traffic controllers are responsible for guiding pilots to Workbook
their destinations. Using an understanding of vectors, air-traffic • PresentationEXPRESS
controllers determine the proper speed and direction of an aircraft • Interactive Textbook
by taking into account the velocity of the wind, path of the aircraft, • Conceptual Physics Alive!
and local air traffic. They use radar equipment as well as their view DVDs Vectors and
from the control tower to follow the motion of all aircraft flying Projectiles
near the airport.

CHAPTER 5 PROJECTILE MOTION 69 69

5.2 Velocity Vectors
Common Misconceptions 5.2 Velocity Vectors
1 1 1 5 2, always.
FIGURE 5.1  The vector in Figure 5.1 is scaled so that 1 centimeter represents
FACT Vectors of magnitudes 1
and 1 do not always produce a
This vector, scaled so that 20 kilometers per hour. It is 3 centimeters long and points to the
1 cm  20 km/h, represents right; therefore it represents a velocity of 60 kilometers per hour to
resultant vector of magnitude 2.
60 km/h to the right.
the right, or 60 km/h east.
 Teaching Tip Spend one class
period discussing only vector The velocity of something is often the result of combining two
combination, and a different or more other velocities. For example, an airplane’s velocity is a
class period discussing vector combination of the velocity of the airplane relative to the air and
resolution. the velocity of the air relative to the ground, or the wind velocity.
 Teaching Tip Call attention Consider a small airplane slowly flying north at 80 km/h relative to
to the fact that on a windy day the surrounding air. Suppose there is a tailwind blowing north at
one can run faster when running a velocity of 20 km/h. This example is represented with vectors in
with the wind rather than against
the wind. Similarly, a plane is Figure 5.2. Here the velocity vectors are scaled so that 1 cm repre-
often late or early in arriving sents 20 km/h. Thus, the 80-km/h velocity of the airplane is shown
at its destination due to wind by the 4-cm vector, and the 20-km/h tailwind is shown by the
conditions. 1-cm vector. With or without vectors we can see that the resulting
 Teaching Tip Represent velocity is going to be 100 km/h. Without the tailwind, the airplane
speed with an arrow. Since you travels 80 kilometers in one hour relative to the ground below.
are representing magnitude With the tailwind, it travels 100 kilometers in one hour relative to
with the length of the arrow, and
direction with the arrowhead, you the ground below.
are now talking about velocity—a Now suppose the airplane makes a U-turn and flies into the
vector quantity. wind. The velocity vectors are now in opposite directions. The
 Teaching Tip Discuss resulting speed of the airplane is 80 km/h  20 km/h  60 km/h.
Figure 5.2 and variations of wind Flying against a 20-km/h wind, the airplane travels only 60 kilome-
conditions that are only with or ters in one hour relative to the ground.
against the motion of the aircraft. We didn’t have to use vectors to answer questions about tail-
Parallel this with a similar
treatment of boats sailing with winds and headwinds, but we’ll now see that vectors are useful for
FIGURE 5.2  combining velocities that are not parallel.
and against a stream.
The airplane’s velocity rela-
Ask How fast would an tive to the ground depends
Consider an 80-km/h airplane flying north caught in a strong
airplane move over the ground on the airplane’s velocity crosswind of 60 km/h blowing from west to east. Figure 5.3 shows
if it had an airspeed of 100 km/h relative to the air and on the vectors for the airplane velocity and wind velocity. The scale is
when flying into a strong gale wind’s velocity. 1 cm  20 km/h. The sum of these two vectors, called the resultant,
of 100 km/h? It would have a is the diagonal of the rectangle described by the two vectors.
ground speed of zero, just as
birds are often seen to have
when facing into a strong wind.

FIGURE 5.3 
An 80-km/h airplane flying
in a 60-km/h crosswind has a
resultant speed of 100 km/h
relative to the ground.

70 70
  Teaching Tip Tell your
students that vector methods,
FIGURE 5.4  in their modern form, go back
The 3-unit and 4-unit vectors add to produce a resul- only about 100 years. They were
tant vector of 5 units, at 37° from the horizontal. introduced by Oliver Heaviside in
England and developed by Gibbs
in the United States.
 Teaching Tip Continue
with the airplane and wind,
and consider a wind at right
angles to the nose of the plane,
as shown in Figure 5.3. Ask if
a crosswind will speed up an
airplane, slow it down, or have
no effect. Don’t be surprised
when many in your class say “no
effect.” Logic leads to this wrong
answer. Here is where vectors are
The resultant of two perpendicular vectors is the diagonal needed. At this point introduce
of a rectangle constructed with the two vectors as sides. We learned the parallelogram rule. Only
consider 90° cases, and invoke
this in Chapter 2. Here, the diagonal of the constructed rectangle the Pythagorean theorem—
measures 5 cm, which represents 100 km/h. So relative to the ground, 3-4-5 triangles for a start.
the airplane moves 100 km/h northeasterly.5.2.1  Teaching Tip After discussing
In Figure 5.4 we see a 3-unit vector at right angles to a 4-unit vec- the geometry of the square in
tor. Can you see that they make up the sides of a rectangle, and when Figure 5.5, follow up with a boat
added vectorially they produce a resultant of magnitude of 5? (Note sailing across a stream.
that 52  32  42.) Ask How fast will a boat
that normally travels 10 km/h
in still water be moving with
respect to land if it sails directly
 FIGURE 5.5
across a stream that flows at
The diagonal of a square
10 km/h? 14.14 km/h
is 兹2
苶, or 1.414, times the
length of one of its sides.

The resultant of two

......
CONCEPT
CHECK perpendicular vectors
is the diagonal of a rectangle
constructed with the two vectors
In the special case of adding a pair of equal-magnitude vectors think! as sides.
that are at right angles to each other, we construct a square, as shown
in Figure 5.5. For any square, the length of its diagonal is 2 , or Suppose that an airplane
normally flying at 80 km/h Teaching Resources
1.414, times either of its sides. Thus, the resultant is 2 times either encounters wind at a • Reading and Study
of the vectors. For instance, the resultant of two equal vectors of right angle to its forward Workbook
magnitude 100 acting at right angles to each other is 141.4.5.2.2 motion—a crosswind. Will • Problem-Solving Exercises
the airplane fly faster or in Physics 3-1
......

CONCEPT slower than 80 km/h?

What is the resultant of two perpendicular vectors? • Transparency 6
CHECK Answer: 5.2
• PresentationEXPRESS
• Interactive Textbook
• Next-Time Question 5-2

CHAPTER 5 PROJECTILE MOTION 71 71

5.3 Components
of Vectors
Physics of Sports
Key Terms
components, resolution Surfing Surfing nicely illustrates component and resultant vectors. (1) When surfing
 Teaching Tip Consider an in the same direction as the wave, our velocity is the same as the wave’s velocity,
airplane flying across a wind that v⊥. This velocity is called v⊥ because we are moving perpendicular to the wave front.
does not meet it at 90°. The (2) To go faster, we surf at an angle to the wave front. Now we have a component
Pythagorean theorem cannot be of velocity parallel to the wave front, v|| , as well as the perpendicular component v⊥.
used directly. Introduce the We can vary v|| , but v⊥ stays
technique of parallelogram relatively constant as long
construction, first for rectangles as we ride the wave. Adding
as in Figure 5.4, and then for
components, we see that
vectors.
when surfing at an angle to
the wave front, our resultant velocity, vr, exceeds
Physics of Sports v⊥. (3) As we increase our angle relative to the
wave front, the resultant velocity also increases.
TEACHING TIP Hold a meter stick
at an angle of about 30° or
so above your table. Slowly
lower the stick, maintaining
its angle, so that it misses the
table’s edge. Ask your class to
5.3 Components of Vectors
note the point of “contact” of Often we will need to change a single vector into an equivalent set
the stick with the table—the of two component vectors at right angles to each other. Any vector
point that moves horizontally
across the surface as the stick is
can be “resolved” into two component vectors at right angles to
lowered. Ask for a comparison each other, as shown in Figure 5.6. Two vectors at right angles that
of the speed of the stick and add up to a given vector are known as the components of the given
the speed of the point. They vector they replace. The process of determining the components of
should see the point moves a vector is called resolution. Any vector drawn on a piece of paper
about twice as fast. Tip the can be resolved into vertical and horizontal components that are per-
stick to about 10° with the
horizontal and repeat. The
pendicular. The perpendicular components of a vector are inde-
point moves faster. The effect pendent of each other.
is similar for the surfer who FIGURE 5.6 
Vector resolution is illustrated in Figure 5.7. Vector V represents a
angles across the crest of a A ball’s velocity can be vector quantity. First, vertical and horizontal lines are drawn from the
moving wave! resolved into horizontal tail of the vector (top). Second, a rectangle is drawn that encloses the
and vertical components. vector V as its diagonal (bottom). The sides of this rectangle are the
desired components, vectors X and Y.
......

CONCEPT
How do components of a vector affect each other?
CHECK

FIGURE 5.7 
Vectors X and Y are the
horizontal and vertical
components of a vector V.
The perpendicular
......

CONCEPT
CHECK components of
a vector are independent of each
other.
72 72
 5.4 Projectile Motion
FIGURE 5.8  Key Term
Projectile motion can be separated into components. b. Drop it, and it acceler- projectile
ates downward and covers
a. Roll a ball along a horizontal surface, and its velocity is constant a greater vertical distance Common Misconception
because no component of gravitational force acts horizontally. each second. An object at rest will drop to the
ground faster than the same object
moving horizontally at high speed.
FACT The horizontal component
of an object’s motion has no
effect on the vertical component.
 Teaching Tip Consider a
5.4 Projectile Motion bowling ball rolling along a
bowling alley: Gravity pulls
A cannonball shot from a cannon, a stone thrown into the air, a ball it downward, completely
rolling off the edge of a table, a spacecraft circling Earth—all of these perpendicular to the alley with
no horizontal component of
are examples of projectiles. A projectile is any object that moves force, even if it rolls off the edge
through the air or space, acted on only by gravity (and air resistance, of the alley like a ball rolling off
if any). Projectiles near the surface of Earth follow a curved path that a tabletop.
at first seems rather complicated. However, these paths are surpris-
ingly simple when we look at the horizontal and vertical components Demonstration
of motion separately.
The horizontal component of motion for a projectile is just Show the independence
of horizontal and vertical
like the horizontal motion of a ball rolling freely along a level sur- motions with a spring-loaded
face without friction. When friction is negligible, a rolling ball moves apparatus that will launch a
at constant velocity. The ball covers equal distances in equal intervals ball horizontally while at the
of time as shown in Figure 5.8a. With no horizontal force acting on same time dropping another
the ball there is no horizontal acceleration. The same is true for the that falls vertically. Students
will see (and hear) that they
projectile—when no horizontal force acts on the projectile, the hori- hit the floor at the same time.
zontal component of velocity remains constant. Then announce, “Gravity
The vertical component of a projectile’s velocity is like the does not take a holiday on
motion for a freely falling object. Gravity acts vertically downward. moving objects.”
Like a ball dropped in midair, a projectile accelerates downward as
shown on the right in Figure 5.8b. Its vertical component of veloc-
The horizontal

......
CONCEPT
ity changes with time. The increasing speed in the vertical direction CHECK component of
causes a greater distance to be covered in each successive equal time projectile motion is like the
interval. Or, if the ball is projected upward, the vertical distances of motion of a ball rolling freely
travel decrease with time on the way up. along a level surface without
friction. The vertical component
Most important, the horizontal component of motion for a pro- is like the motion of a freely
jectile is completely independent of the vertical component of motion. falling object.
Each component is independent of the other. Their combined effects
produce the variety of curved paths that projectiles follow.
Teaching Resources
......

CONCEPT Describe the components of projectile motion. • Concept-Development

CHECK Practice Book 5-1
• Laboratory Manual 16
• Probeware Lab Manual 3

CHAPTER 5 PROJECTILE MOTION 73 73

5.5 Projectiles
Launched Horizontally FIGURE 5.9 
A strobe-light photo of two
 Teaching Tip Compare the balls released simultaneously
downward motions of each ball, from a mechanism that allows
and note they are the same. one ball to drop freely while
Investigate the sideways motion the other is projected horizon-
of the projected ball and see tally. Notice that in equal times
that it moves equal horizontal both balls fall the same vertical
distances in equal times. Here distance.
we see the law of inertia at play.
State that an object does not
change its speed in a given
direction if there is no force
acting in that direction.
 Teaching Tip Point to some
target at the far side of your
classroom and ask your class to
imagine you are going to shoot a
rock to the target with a
slingshot. Ask if you should aim
directly at the target, above it, or
below it. Then ask your class to The curved path shown 5.5 Projectiles Launched Horizontally
suppose it takes 1 s for the rock in Figure 5.9 is the
to reach the target. If you aim
combination of con-
Projectile motion is nicely analyzed in the multiple-flash exposure
directly at the target, the rock in Figure 5.9. The photo shows equally timed successive positions
stant horizontal motion
will fall beneath and miss. How
and vertical motion for two balls. One ball is projected horizontally while the other is
far beneath the target would it
strike, if the floor weren’t in the
that undergoes accel- simply dropped. Study the photo carefully, for there’s a lot of good
way? Encourage class discussion eration due to gravity. physics here. Analyze the curved path of the ball by considering the
here. When the class agrees it is horizontal and vertical velocity components separately. There are
5 m, ask how far above should two important things to notice. The first is that the ball’s horizontal
you aim to hit the target. The
class should again agree it is 5 m.
component of motion remains constant. The ball moves the same
horizontal distance in the equal time intervals between each flash,
because no horizontal component of force is acting on it. Gravity acts
only downward, so the only acceleration of the ball is downward. The
second thing to note is that both balls fall the same vertical distance
in the same time. The vertical distance fallen has nothing to do with
the horizontal component of motion. The downward motion of a
horizontally launched projectile is the same as that of free fall.
think! The path traced by a projectile accelerating only in the vertical
direction while moving at constant horizontal velocity is a parabola.
At the instant a horizon-
tally pointed cannon is
When air resistance is small enough to neglect—usually for slow-
The downward
......

CONCEPT moving or very heavy projectiles—the curved paths are parabolic.

fired, a cannonball held
CHECK motion of a
Toss a stone from a cliff and its path curves as it accelerates
horizontally launched projectile is at the cannon’s side is
the same as that of free fall. released and drops to the toward the ground below. Figure 5.10a shows how the trajectory is a
ground. Which cannonball combination of constant horizontal motion and accelerated vertical
strikes the ground first, the motion.
Teaching Resources one fired from the cannon
• Next-Time Questions or the one dropped?
CONCEPT Describe the downward motion of a horizontally
......

5-1, 5-3 Answer: 5.5

CHECK launched projectile.
74 74
 discover!
discover! MATERIALS coins, table
EXPECTED OUTCOME Students
Which Coin Hits the Ground First?
should see (and hear) that
1. Place a coin at the edge of a table so that it both coins hit the floor at the
hangs over slightly. Place a second coin on same time.
the table some distance from the first coin. THINK The horizontal speed of
2. Slide the second coin so it hits the first the sliding coin has no effect
one and both coins fall to the floor below. on the outcome.
Which coin hits the ground first?
3. Think Does your answer depend on the
speed of the coin? Explain.
5.6 Projectiles
Launched at an Angle
5.6 Projectiles Launched at an Angle A projectile’s path is Ask How long does the
called its trajectory. “force of the thrower” act on a
In Figure 5.10, we see the paths of stones thrown horizontally and ball tossed into the air? The force
at angles upward and downward. The dashed straight lines show the exists only while the hand and
ideal trajectories of the stones if there were no gravity. Notice that the ball are in contact. Once the ball
is released, that propelling force
vertical distance that the stone falls beneath the idealized straight-line
is no more.
paths is the same for equal times. This vertical distance is independent
of what’s happening horizontally. Common Misconception
At the top of its trajectory, the
velocity of a projectile is always
FIGURE 5.10  momentarily zero.
No matter the angle at which a projectile is launched, FACT The horizontal velocity of a
the vertical distance of fall beneath the idealized projectile does not change, so
straight-line path is the same for equal times. if a projectile has horizontal
velocity it will have the same
a. The trajectory of the stone b. The trajectory of the stone c. The trajectory of the stone horizontal velocity at the top of
combines horizontal motion combines the upward motion combines downward motion its trajectory.
with the pull of gravity. with the pull of gravity. with the pull of gravity.
Ask How is the horizontal
component of motion affected
by the vertical component of
motion? It isn’t! The horizontal
and vertical components of
motion are independent of each
other.

CHAPTER 5 PROJECTILE MOTION 75 75

 Teaching Tip Discuss
Figure 5.11. Call attention to
FIGURE 5.11 
the vertical distances fallen
and Table 4.3 on page 56 (the With no gravity, the projectile would follow the
same physics of free fall, only straight-line path (dashed line). But because
“stretched out horizontally”). of gravity, it falls beneath this line the
same vertical distance it would fall
Ask If the cannon were if it were released from rest.
aimed downward instead of Compare the distances
upward in Figure 5.11, how fallen with those
would the distances below the in Table 4.3.
new “dashed line” compare?
The projectile displacements
below the dashed line would be
no different; 5 m at the end of
the first second, 20 m at the end
of the second second, and so on.

discover!
think!
MATERIALS ruler, string,
five beads A projectile is launched
at an angle into the air.
EXPECTED OUTCOME The beads
Neglecting air resistance,
hang along the path of a
what is its vertical Figure 5.11 shows specific vertical distances for a cannonball shot
projectile launched at the
acceleration? Its at an upward angle. If there were no gravity, the cannonball would
angle at which the ruler
horizontal acceleration? follow the straight-line path shown by the dashed line. But there is
is held.
Answer: 5.6.1
THINK The beads hang at gravity, so this doesn’t occur. What happens is that the cannonball
distances proportional to the continuously falls beneath the imaginary line until it finally strikes
square of the distance out on the ground. The vertical distance it falls beneath any point on the
the ruler. dashed line is the same vertical distance it would fall if it were dropped
from rest and had been falling for the same amount of time. This
distance, introduced in Chapter 4, is given by d  12 gt 2, where t is the
elapsed time. Using the value of 10 m/s 2 for g in the equation yields
d  5t 2 meters.

discover!
How Can You Model Projectile
Motion?
1. Mark a ruler at five equal spaces. From the first
mark, hang a bead on a 1-cm long string. At the
next mark, hang a bead on a 4-cm long string.
2. Hang beads on the next three marks with strings of
lengths 9 cm, 16 cm, and 25 cm. Hold the ruler at differ-
ent angles and see where the beads hang.
3. Think Why is this model accurate?

76 76
  Teaching Tip Discuss
the relative vectors in
Figure 5.12. Note that the
horizontal component doesn’t
change (because no horizontal
force acts). Note that the vertical
For: Projectile Motion activity component does change (going
upward against gravity, then
Visit: PHSchool.com
downward with gravity). Point
Web Code: csp – 0506
FIGURE 5.12  out that the same is true of the
The velocity of a projectile is shown at various steeper angle of Figure 5.13.
points along its path. Notice that the vertical Ask True or False? The
component changes while the horizontal com- velocity of a projectile at its
ponent does not. Air resistance is neglected. highest point is zero. False; the
vertical component of velocity,
not the velocity itself, is zero
Height We can put this another way. Toss a projectile skyward at at the highest point, unless the
some angle and pretend there is no gravity. After so many seconds projectile moves straight upward.
t, it should be at a certain point along a straight-line path. But due What can be said of the velocity
to gravity, it isn’t. Where is it? The answer is, it’s directly below that of the projectile at its highest
point? At its highest point and
point. How far below? The answer is 5t 2 meters below that point.
neglecting air resistance, the
How about that? The vertical distance a projectile falls below an velocity of a projectile will be the
imaginary straight-line path increases continually with time and is same as its horizontal component
equal to 5t 2 meters. of velocity at any other point.
Note also from Figure 5.11 that since there is no horizontal accel-
eration, the cannonball moves equal horizontal distances in equal time The equal ranges for projectiles
intervals. That’s because there is no horizontal acceleration. The only launched at complementary
acceleration is vertical, in the direction of Earth’s gravity. angles is quite interesting.
Figure 5.12 shows vectors representing both the horizontal and The explanation requires a
knowledge of sine and cosine
vertical components of velocity for a projectile on a parabolic path. trig functions, so let that wait
Notice that the horizontal component is always the same and that until a future physics course
only the vertical component changes. Note also that the actual resul- (save and direct your students’
energy to more fertile ground).
tant velocity vector is represented by the diagonal of the rectangle
formed by the vector components. At the top of the path the vertical
component shrinks to zero, so the velocity there is the same as the
horizontal component of velocity at all other points. Everywhere else
the magnitude of velocity is greater, just as the diagonal of a rectangle
is greater than either of its sides.
Range Figure 5.13 shows the path traced by a projectile with the
FIGURE 5.13 
same launching speed but at a steeper angle. Notice that the initial
The path for a projectile
velocity vector has a greater vertical component than when the pro- fired at a steep angle.
jection angle is less. This greater component results in a higher path. Again, air resistance is
However, since the horizontal component is less, the range is less. neglected.

CHAPTER 5 PROJECTILE MOTION 77 77

 Interestingly, the maximum
height of a projectile following FIGURE 5.14 
a parabolic path is nicely given The paths of projectiles
by sketching an isosceles launched at the same speed
triangle with the base equal but at different angles. The
to the range of the projectile. paths neglect air resistance.
Let the two side angles be
equal to the launch angle. The
maximum height reached by the
projectile is equal to half the
altitude of the triangle.

Ask To direct water to

flowers that are farthest away,
at what angle should a water Horizontal Ranges Figure 5.14 shows the paths of several pro-
hose be held? Ideally 45°, and jectiles all having the same initial speed but different projection
somewhat less if you’re holding it angles. The figure neglects the effects of air resistance, so the paths
high off the ground
are all parabolas. Notice that these projectiles reach different heights
(altitude) above the ground. They also travel different horizontal dis-
Physics of Sports tances, that is, they have different horizontal ranges.
Hang Time Revisited
The remarkable thing to note from Figure 5.14 is that the same
range is obtained for two different projection angles—angles that
TEACHING TIP Ask if one could add up to 90 degrees! For example, an object thrown into the air at
jump higher when on a moving
skateboard or in a moving an angle of 60 degrees will have the same range as if it were thrown
bus. It should be clear that at 30 degrees with the same speed. Of course, for the smaller angle
the answer is no. But one can the object remains in the air for a shorter time. Maximum range is
usually jump higher from a FIGURE 5.15  usually attained at an angle of 45°. For a thrown javelin, on the other
running jump. It is a mistake Maximum range is attained hand, maximum range is achieved for an angle quite a bit less than
to assume that the horizontal when the ball is batted at an 45°, because the force of gravity on the relatively heavy javelin is sig-
motion is responsible for the angle of nearly 45°.
higher jump and longer hang nificant during launch. Just as you can’t throw a heavy rock as fast
time. The action of running upward as sideways, so it is that the javelin’s launch speed is reduced
likely produces a greater force when thrown upward.
between the foot and the
ground, which gives a greater Physics of Sports
vertical liftoff component of
velocity. This greater force Hang Time Revisited
against the floor, and not any
Recall our discussion of hang time in Chapter 4. We stated that the time
reduction of effect of gravity on
a horizontally moving body, is one is airborne during a jump is independent of horizontal speed. Now
the explanation. Stress that the we see why this is so—horizontal and vertical components of motion
vertical component of velocity are independent of each other. The rules of projectile motion apply to
alone determines vertical jumping. Once the feet are off the ground, if we neglect air resistance,
height and hang time. the only force acting on the jumper is gravity. Hang time depends only
on the vertical component of liftoff velocity. It turns out that jumping
force can be somewhat increased by the action of running, so hang time
for a running jump usually exceeds that for a standing jump. However,
once the feet are off the ground, only the vertical component of liftoff
velocity determines hang time.

78 78
  Teaching Tip Acknowledge
the large effect that air
resistance (drag) has on the
foregoing analysis, particularly
for fast-moving objects such as
cannonballs. A batted baseball,
for example, travels only about
60% as far in air as it would in
 FIGURE 5.16 a vacuum. Its curved path is no
In the presence of air resis- longer a parabola, as Figure 5.16
tance, the path of a high- indicates.
speed projectile falls below
the idealized parabola and
follows the solid curve.

Speed We have emphasized the special case of projectile motion for

negligible air resistance. As we can see in Figure 5.16, when the effect
of air resistance is significant, the range of a projectile is diminished think!
and the path is not a true parabola. At what point in its path
If air resistance is negligible, a projectile will rise to its maximum does a projectile have
height in the same time it takes to fall from that height to the ground. minimum speed?
This is due to the constant effect of gravity. The deceleration due to Answer: 5.6.2
gravity going up is the same as the acceleration due to gravity coming
down. The speed it loses going up is therefore the same as the speed
it gains coming down, as shown in Figure 5.17. So the projectile hits
the ground with the same speed it had originally when it was pro- The longest time a jumper
jected upward from the ground. is airborne for a standing
For short-range projectile motion such as a batted ball in a base- jump (hang time) is
ball game, we usually assume the ground is flat. However, for very 1 second, for a record
long range projectiles the curvature of Earth’s surface must be taken 1.25 meters (4 ft) height.
Can anyone in your school
into account. We’ll see that if an object is projected fast enough, it
jump that high, raising
will fall all the way around Earth and become an Earth satellite! More their center of gravity The vertical distance

......
CONCEPT
about satellites in Chapter 14. 1.25 meters above the CHECK a projectile falls
ground? Not likely! below an imaginary straight-line
CONCEPT Describe how far below an imaginary straight-line
......

path increases continually with

CHECK path a projectile falls. time and is equal to 5t 2 meters.

Teaching Resources
• Reading and Study
Workbook
• Concept-Development
 FIGURE 5.17 Practice Book 5-2, 5-3
Without air resistance, the • Problem-Solving Exercises in
speed lost while the cannonball Physics 3-2
is going up equals the speed • Laboratory Manual 17
gained while it is coming down. • Transparencies 7, 8
The time to go up equals the
time to come down. • PresentationEXPRESS
• Interactive Textbook

CHAPTER 5 PROJECTILE MOTION 79 79

 REVIEW

5 REVIEW
For: Self-Assessment
Teaching Resources Visit: PHSchool.com
• TeacherEXPRESS Web Code: csa – 0500
• Virtual Physics Lab 7
• Conceptual Physics Alive!
DVDs Vectors and Projectiles

Concept Summary ••••••

think! Answers
• A vector quantity includes both magni-
tude and direction, but a scalar quantity
5.2 A crosswind would increase the speed of
the airplane and blow it off course by a
includes only magnitude. predictable amount.
• The resultant of two perpendicular vec-
tors is the diagonal of a rectangle con-
5.5 Both cannonballs fall the same vertical
distance with the same acceleration g and
structed with the two vectors as sides. therefore strike the ground at the same
• The perpendicular components of a vec-
tor are independent of each other.
time. Do you see that this is consistent
with our analysis of Figure 5.9? Ask which
cannonball strikes the ground first when
• The horizontal component of motion
for a projectile is just like the horizontal the cannon is pointed at an upward angle.
In this case, the cannonball that is simply
motion of a ball rolling freely along a
dropped hits the ground first. Now con-
level surface without friction. The vertical
sider the case when the cannon is pointed
component of a projectile’s velocity is like downward. The fired cannonball hits first.
the motion for a freely falling object. So upward, the dropped cannonball hits
• The downward motion of a horizontally
launched projectile is the same as that of
first; downward, the fired cannonball hits
first. There must be some angle where both
free fall. hit at the same time. Do you see it would

• The vertical distance a projectile falls

below an imaginary straight-line path in-
be when the cannon is pointing neither
upward nor downward, that is, when it is
pointing horizontally?
creases continually with time and is equal
to 5t2 meters. 5.6.1 Its vertical acceleration is g because the
force of gravity is downward. Its horizontal
acceleration is zero because no horizontal
Key Terms ••••••
force acts on it.
components (p. 72) projectile (p. 73)
5.6.2 The minimum speed of a projectile occurs
resolution (p. 72) at the top of its path. If it is launched verti-
cally, its speed at the top is zero. If it is pro-
jected at an angle, the vertical component
of velocity is still zero at the top, leaving
only the horizontal component. So the
speed at the top is equal to the horizontal
component of the projectile’s velocity at
any point. How about that?

80 80
 ASSESS

5 ASSESS Check Concepts

1. Only a vector quantity is
specified by direction.
2. Speed has no particular
direction; velocity specifies
direction.
Check Concepts •••••• Section 5.5
3. 20 km/h
4. The diagonal
Section 5.1 9. At the instant a ball is thrown horizontally 5. Larger; the vector will be √2
1. How does a vector quantity differ from a over a level range, a ball held at the side of (or 1.414) times greater than
scalar quantity? the first is released and drops to the ground. either of the components.
If air resistance is neglected, which ball 6. There is no net force on the
2. Why is speed classified as a scalar quantity ball.
strikes the ground first?
and velocity classified as a vector quantity? 7. There is no horizontal
Section 5.6 component of gravitational
Section 5.2 force.
3. If a vector that is 1 cm long represents a 10. a. How far below an initial straight-line path
8. Same; both are under the
velocity of 10 km/h, what velocity does a will a projectile fall in one second?
influence of gravity.
vector 2 cm long drawn to the same scale b. Does your answer depend on the angle
represent? 9. They hit the ground at the
of launch or on the initial speed of the same time.
4. When a rectangle is constructed in projectile? Defend your answer. 10. a. 5 m
order to add perpendicular velocities, b. No; vertical displacement
what part of the rectangle represents the below any line is 1/2gt2.
resultant vector? 11. 20 m/s
12. a. Equal to
Section 5.3 b. Yes, it decreases.
5. Will a vector at 45° to the horizontal be 13. An Earth satellite
larger or smaller than its horizontal and
vertical components? By how much?
Section 5.4
6. Why does a bowling ball move without
acceleration when it rolls along a bowl-
ing alley? 11. Neglecting air resistance, if you throw a ball
straight up with a speed of 20 m/s, how fast
7. In the absence of air resistance, why does will it be moving when you catch it?
the horizontal component of velocity for
a projectile remain constant while the 12. a. Neglecting air resistance, if you throw a
vertical component changes? baseball at 20 m/s to your friend who is
on first base, will the catching speed be
8. How does the downward component of greater than, equal to, or less than 20 m/s?
the motion of a projectile compare with b. Does the speed change if air resistance is a
the motion of free fall? factor?
13. What do we call a projectile that continually
“falls” around Earth?

CHAPTER 5 PROJECTILE MOTION 81 81

Think and Rank

5 ASSESS
14. a. B, C, A, D
b. B, D, A, C For: Study and Review
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15. a. C, B, A
b. A, C, B Web Code: csd – 4270
(continued)
16. a. A 5 B 5 C 5 D
b. A 5 B 5 C 5 D
c. A 5 C, B 5 D
17. D, B, A, C
Think and
Concept Rank ••••••
Summary •••••• 16. Water balloons of different masses are
launched by slingshots at different launch-
Rank each of the following sets of scenarios in ing velocities v. All have the same vertical
order of the quantity or property involved. List component of launching velocities.
them from left to right. If scenarios have equal
rankings, then separate them with an equal sign.
(e.g., A  B)
14. The vectors represent initial velocities of
projectiles launched at ground level.

a. Rank them by their vertical components

of velocity from greatest to least.
b. Rank them by their horizontal compo-
nents of velocity from greatest to least.
a. Rank by the time in the air, from longest
15. A toy car rolls off tables of various heights at to shortest.
different speeds as shown. b. Rank by the maximum height reached,
from highest to lowest.
c. Rank by the maximum range, from great-
est to least.
17. The airplane is blown off course by wind in
the directions shown. Use the parallelogram
rule and rank from highest to lowest the
resulting speed across the ground.

a. Rank them for the time in the air, from

greatest to least.
b. Rank them for horizontal range, from
greatest to least.

82 82
 Plug and Chug
Plug and Chug 25. The speed of falling rain is the same

5 ASSESS
•••••• 18. 200 km/h 1 50 km/h 5
10 m above ground asFor:
it isStudy
justand Review
before it 250 km/h; 200 km/h 2
For Questions 18–19, recall that when two vec- Visit: PHSchool.com 50 km/h 5 150 km/h
hits the ground. What does this tell –you
tors in the same or exactly opposite directions Web Code: csd
about whether or not the rain encounters
4270 19. √(100 km/h)2 1 (100 km/h)2
are added, the magnitude of their resultant is the 5 141 km/h at 45° to either
air resistance? vector.
sum or difference of their original magnitudes.
26. Marshall says that when a pair of vectors are 20. Speed 5 v 5 √vN2 1 vW2
18. Calculate the resultant velocity of an air- at right angles to each other, the magnitude 5 √(120 km/h)2 1 (90 km/h)2
plane that normally
Concept Summary flies at 200••••••
km/h if of their resultant is greater than the mag- 5 150 km/h
it encounters a 50-km/h tailwind. If it think! Answers
nitude of either vector alone. Renee says he 21. Speed 5 v 5 √vx2 1 vy2
encounters a 50-km/h headwind. is speaking in generalities and that what he 5 √(4 m/s)2 1 (3 m/s)2
says isn’t always true. With whom do you 5 5 m/s
19. Calculate the magnitude of the resultant
of a pair of 100-km/h velocity vectors that agree?
are at right angles to each other. Think and Explain
27. How is the horizontal component of veloc-
ity for a projectile affected by the vertical 22. They’ll add to magnitude 5
For questions 20–21, recall that the resultant V of when at right angles to each
two vectors A and B at right angles to each other component? other.
is found using the Pythagorean theorem: 28. Rain falling vertically will make vertical 23. Not very, for his speed will be
streaks on a car’s side window. However, if the zero relative to the land
V 
A2  B2 24. Same
car is moving, the streaks are slanted. If the
20. Calculate the resulting speed of an airplane streaks from a vertically falling rain make 45° 25. No acceleration; air resistance
with an airspeed of 120 km/h pointing due balances the weight of the
streaks, how fast is the car moving compared raindrops and the raindrops
north when it encounters a wind of 90 km/h with the speed of the falling rain? have reached terminal speed.
directed from the west. (Recall, speed is the
29. An airplane encounters a wind that blows in 26. Agree with Marshall, and
magnitude of velocity.) cite how the diagonal of
a perpendicular direction to the direction its a rectangle has greater
21. Calculate the speed of raindrops hitting nose is pointing. Does the effect of this wind magnitude than either of its
your face when they fall vertically at 3 m/s increase or decrease speed across the ground sides.
while you’re running horizontally at 4 m/s. below? Or does it have no effect on ground 27. Not at all; horizontal and
speed? vertical components of
velocity are independent of
Think and Explain •••••• 30. A projectile is launched vertically at 50 m/s. each other.
If air resistance can be neglected, at what 28. The car moves as fast
22. Whenever you add 3 and 4, the result is 7.
speed will it return to its initial level? Where horizontally as the raindrops
This is true if the quantities being added are fall vertically.
in its trajectory will it have minimum speed?
scalar quantities. If 3 and 4 are the mag- 29. Ground speed is increased, in
nitudes of vector quantities, when will the 31. A batted baseball follows a parabolic path accord with vector rules.
magnitude of their sum be 5? on a day when the sun is directly overhead. 30. 50 m/s; minimum speed at top
How does the speed of the ball’s shadow 31. The same
23. Christopher can paddle a canoe in still water
across the field compare with the ball’s hori- 32. Both components are
at 8 km/h. How successful will he be at canoe-
zontal component of velocity? reduced. Air resistance acts
ing upstream in a river that flows at 8 km/h? opposite velocity, whether
32. When air resistance acts on a projectile, does vertical or horizontal.
24. How does the vertical distance a projectile
it affect the horizontal component of veloc-
falls below an otherwise straight-line path
ity, the vertical component of velocity, or
compare with the vertical distance it would
both? Defend your answer.
fall from rest in the same time?

CHAPTER 5 PROJECTILE MOTION 83 83

33. The component along
the direction of the road

5 ASSESS
decreases so the car ahead For: Study and Review
gains distance on you. Visit: PHSchool.com
34. 15° Web Code: csd – 4270
(continued)
35. It depends only on the vertical
component of velocity as
your feet leave the ground.
Once off the ground, the only
acceleration (neglecting any
effects of air drag) is g, which Concept Summary
33. You’re driving behind a car and wish to
•••••• Think and Solve ••••••
is vertical. Your vertical liftoff pass, so you turn to the left and pull into the
passing lane without changing speed. Why 37. Sneezlee flies at a speed of 10 m/s in still air.
velocity divided by g will be
the time you move upward. does the distance increase between you and
Double this and you have the car you’re following?
your hang time.
36. Since in this case the height 34. Brandon launches a projectile at an angle
is the same either way, hang of 75° above the horizontal, which strikes
time is the same either way. the ground a certain distance down range. a. If he flies into a 2-m/s headwind, how fast
For what other angle of launch at the same will he be traveling relative to the ground
Think and Solve speed would the projectile land just as far below?
37. a. Speed in headwind 5 away? b. Relative to the ground below, how fast
10 m/s 2 2 m/s 5 8 m/s will he travel when he experiences a 2-m/s
b. Speed in tailwind 5 35. When you jump up, your hang time is the tailwind?
10 m/s 1 2 m/s 5 12 m/s time your feet are off the ground. Does hang c. While flying at 10 m/s, suppose that he
c. Speed in right-angle time depend on your vertical component encounters a 10-m/s cross wind (coming
crosswind; of velocity when you jump, your horizontal at a right angle to his heading). What is
v 5 √vx2 1 vy2 component of velocity, or both? Defend his speed relative to the ground below?
5 √(10 m/s)2 1 (10 m/s)2 your answer.
5 14 m/s 38. A boat is rowed at 8 km/h directly across a
(45° from his original course) 36. The hang time of a basketball player who river that flows at 6 km/h, as shown in the
38. a. v 5 √82 1 62 5 10 km/h jumps a vertical distance of 2 feet (0.6 m) figure.
b. 10 km/h at 37° upstream (or is 2/3 second. What will be the hang time
any speed > 6 km/h with a if the player reaches the same height while
6-km/h upstream component)
jumping a horizontal distance of 4 feet
39. 10 units each (1.2 m)?
40. x 5 vxt 5 30 m
41. a. Vertical component 5 gt 5
(10 m/s2)(2 s) 5 20 m/s
Horizontal component is 15 m/s. a. What is the resultant speed of the boat?
b. v 5 √vx2 1 vy2 b. How fast and in what direction can the boat
5 √(15 m/s)2 1 (20 m/s)2 be rowed to reach a destination directly
5 25 m/s across the river?
39. If a 14-unit vector makes an angle of 45°
with the horizontal, what are its horizontal
and vertical components?

84 84
 42. vx 5 x/t 5 15 m/3 s 5 5 m/s
(because t 5 3 s for a 45-m
40. Harry accidentally falls out of a helicopter 46. Joshua throws a stone horizontally from a

5 ASSESS
For: Study and Review vertical fall)
that is traveling at 15 m/s. He plunges into cliff at a speed of 20 m/s, which strikes the 43. y 5 1/2gt2 5 1/2(10 m/s2)
Visit:
a swimming pool 2 seconds later. Assuming ground 2.0 seconds later. PHSchool.com – 3 (0.5 s)2 5 1.25 m; 1.25 m
Web Code: csd 4270
no air resistance, what was the horizontal 44. 30 m/s (ball takes 2 s to fall
a. Use your knowledge of vectors and show
distance between Harry and the swimming 20 m)
that the stone strikes the ground at a
pool when he fell from the helicopter? 45. The horizontal component at
speed of about 28 m/s.
the top is 100 m/s (the side of
41. Refer to the previous problem. b. At what angle does the ball strike the a square whose diagonal is
Concept
a. What are Summary
the horizontal and••••••
vertical com- ground?
think! Answers 141). The acceleration at the
top is g.
ponents of Harry’s velocity just as he hits 47. On a bowling alley, Isabella rolls a bowling
46. a. 2 s later horizontal
the water? ball that covers a distance of 10 meters in component of v is still 20 m/s,
b. Show that Harry hits the water at a speed 1 second. The speed of the ball is 10 m/s. If and vertical v component 5
of 25 m/s. the ball were instead dropped from rest off gt 5 10 m/s2 3 2 s 5 20 m/s.
the edge of a building, what would be its Then,
42. Harry and Angela look from their balcony v 5 √vx2 1 vy2
to a swimming pool below that is 15 m from speed at the end of 1 second?
5 √(20 m/s)2 1 (20 m/s)2
the bottom of their building. They estimate 48. A bowling ball is moving at 10 m/s when 5 28 m/s
the balcony is 45 m high and wonder how it rolls off the edge of a tall building. What b. At 2 s, horizontal and
fast they would have to jump horizontally to is the ball’s speed one second later? (Hint: vertical velocities are the
succeed in reaching the pool. What is your think vectors!) same, a right triangle formed
answer? with 45° angle
49. Calculate Hotshot Harry’s hang time if he 47. From rest, vertical speed 5
43. A girl throws a slingshot pellet directly at a moves horizontally 3 m during a 1.25-m gt 5 (10 m/s2)(1 s) 5 10 m/s.
target that is far enough away to take one- high jump. What is his hang time if he 48. After 1 s, ball’s horizontal
half second to reach. How far below the moves 6 m horizontally during this jump? component of v is still 10 m/s,
target does the pellet hit? How high above and vertical component is also
the target should she aim? 50. Megan rolls a ball across a lab bench y 10 m/s. Then,
meters high and the ball rolls off the edge of v 5 √vx2 1 vy2
44. The boy on the tower in the figure below the bench with horizontal speed v. 5 √(10 m/s)2 1 (10 m/s)2
throws a ball a distance of 60 m, as shown. 5 14 m/s
At what speed, in m/s, is the ball thrown? a. From the equation y = 12 gt2, which gives (at 45° with the horizontal)
the vertical distance y an object falls from 49. 1 s, both cases
rest, derive an equation that shows the 50. a. Call downward positive.
time t taken for the ball to reach the floor. Then from y 5 1/2gt2,
b. Write an equation showing how far the t2 5 2y/g
ball will land from a point on the floor t 5 √(2y/g)
directly below the edge of the bench. b. x 5 vt 5 v √(2y/g)
c. Calculate the time in the air and the land- c. t 5 √(2y/g) 5
45. A cannonball launched with an initial veloc-
ing location for v  1.5 m/s and a bench √2(1.2 m)(10 m/s2) 5 0.49 s;
ity of 141 m/s at an angle of 45° follows a height of 1.2 m. x 5 vt 5 (1.5 m/s)(0.49 s) 5
parabolic path and hits a balloon at the top 0.74 m
of its trajectory. Neglecting air resistance,
how fast is it going when it hits the balloon?
What is the acceleration of the cannonball
just before it hits the balloon? Teaching Resources
• Computer Test Bank
More Problem-Solving Practice
Appendix F • Chapter and Unit Tests

CHAPTER 5 PROJECTILE MOTION 85 85