How to solve projectile motion problems

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Discussion Overview

The discussion focuses on solving projectile motion problems, examining the separation of vertical and horizontal motion, the equations governing each, and the application of these equations in problem-solving scenarios. It includes both theoretical aspects and practical approaches to understanding projectile motion in physics.

Discussion Character

  • Technical explanation
  • Mathematical reasoning
  • Exploratory

Main Points Raised

  • One participant outlines the equations for horizontal motion at constant velocity and vertical motion under uniform acceleration, specifying the use of gravitational acceleration.
  • Another participant suggests that it may be beneficial to remind others of the origins of the constant-acceleration equations to highlight the simplicity and unity of the physics involved.
  • A participant mentions the complications that arise in problem-solving due to geometry, constraints, and the need to interpret physical situations mathematically.
  • One participant shares a link to additional resources that start with free body diagrams (FBD) and integrate the equations of motion.

Areas of Agreement / Disagreement

Participants do not appear to reach a consensus on the best approach to teaching or solving projectile motion problems, as various methods and perspectives are presented without resolution.

Contextual Notes

Some assumptions about initial conditions and constraints in problem-solving are mentioned but not fully explored, leaving room for interpretation and further discussion.

Chi Meson
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You have two types of motion, vertical and horizontal. Both happen at the same time, but they are separate. In the following equations, the subscript x refers to the horizontal components and y for the vertical components.
The horizontal motion happens at constant velocity, and has one equation takes care of that:
d _{x} = v_{x} t

The vertical motion happens while undergoing uniform acceleration (due to gravity). In all of the following use
a = -9.807 \frac {m}{s\ ^{2} }\

Depending on what you are given, you will generally use one of the following four equations to find an unknown:
v_{fy} = v_{oy}+at

v^{2}_{fy} = v^{2}_{oy} +2ad_{y}

d_{y}=v_{oy}t + \frac {1}{2}\ at^{2}

d_{y}=\frac {v_{oy}+v_{fy}}{2}\ t

Set up two columns, one for the horizontal information, and one for the vertical. Using angles given (usually the initial angle of velocity) find the horizontal and vertical components of the initial velocity

v_{x}=v_{o}cos \theta
v_{oy}=v_{o}sin \theta
(here, theta is the angle that the initial velocity makes with the horizontal surface)

Examine the problem for as many of the values that go with these equations. remember, there are three variables for horizontal motion (constant velocity), but five variables for vertical motion (uniform acceleration).

Next, determine which unknown variable will answer (or help to answer) the question as stated in the problem.

In your two columns, the one factor that is the same for both is the time, t. When you have solved for t in one column, then you can drag that value to the other column. You will be told (including inferences and assumptions) either two of the three values for the horizontal information, or three of the five variables fore the vertical information.

Often, you need to find the t in one column, drag it to the other column and use that t to solve for the wanted unknown variable.
 
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It might be useful to at least remind folks (but not necessarily derive) where these constant-acceleration equations come from...
...to emphasize the fundamental simplicity and unity of the underlying physics:
say,
\vec s =\vec s_0 + \vec v_0 t + \frac{1}{2} \vec a_0 t^2
(written out in component form, if needed).
If necessary (say, for an algebra-based course), you may wish to include
the velocity equation
\vec v =\vec v_0 + \vec a_0 t

The complications one encounters in problem solving arise from geometry, constraints, in the specification of certain sets of initial conditions, and, of course, interpreting the physical situation and reformulating it as a mathematics problem.
 

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