Introduction and 1-D

Kinematics
OpenStax High School Physics
Unit 1

NAD 2023 Standards: Motion M1, M2, M3

1
Credits
• This Slideshow was developed to accompany the textbook
• OpenStax High School Physics
• Available for free at https://openstax.org/details/books/physics
• By Paul Peter Urone and Roger Hinrichs
• 2020 edition
• Some examples and diagrams are taken from the OpenStax College Physics,
Physics, and Cutnell & Johnson Physics 6th ed.

Slides created by
Richard Wright, Andrews Academy
[email protected]

2
 1-01 Introduction, Units, and Uncertainty
In this lesson you will…
• Explain the difference between a model and a theory.
• Perform unit conversions both in the SI and English units.
• Explain the most common prefixes in the SI units and be
able to write them in scientific notation.
• Determine the appropriate number of significant figures
in both addition and subtraction, as well as multiplication
and division calculations.

OpenStax High School Physics 1.1-1.3

OpenStax College Physics 2e 1.1-1.4

3
1-01 Introduction, Units, and Uncertainty
• Physics is the study of the rules (usually stated mathematically) by
which the physical world operates.
• These rules describe “how” things happen. Laws of Nature
• These rules don’t say “why” things happen. Physicists are most
interested in being able to predict what will happen. Many physicists
think that because they can say how things happen, they have answered
the why.
• Why does gravity pull things together? Newton described the effects
over 100 years before anyone asked why gravity happened. Einstein
suggested that mass bends space-time, but that is just a model.
• Physics deals with “how”. “Why” is philosophy.

4
1-01 Introduction, Units, and Uncertainty
• I believe God created the laws of physics.
• Since He made the laws, He can stop the effects of those laws when He
chooses. This is called a miracle.
• Many scientists think that because they can describe nature so well
without using God that it proves God does not exist.
• I believe being able to describe these intricate, interrelated laws shows
the wisdom and might of God. It allows for miracles.
• God’s laws of nature don’t change, neither do His other laws like, “Treat
other how you would like to be treated” or the 10 Commandments.
Following His laws makes everything work better.

5
1-01 Introduction, Units, and Uncertainty
• Physics studies anything that can be sensed with our five senses.
• Model, Theory, Law
• Model
• A representation of something that is often too difficult (or impossible) to display directly.
• It is only accurate under limited situations.
• Theory
• an explanation for patterns in nature that is supported by scientific evidence and verified
multiple times by various groups of researchers.
• Law
• Uses concise language to describe a generalized pattern in nature that is supported by
scientific evidence and repeated experiments.
• Often, a law can be expressed in the form of a single mathematical equation.

The models, theories, and laws we devise sometimes imply the existence of objects or
phenomena as yet unobserved.
However, if experiment does not verify our predictions, then the theory or law is wrong, no
matter how elegant or convenient it is.

6
1-01 Introduction, Units, and Uncertainty
• Scientific Method

• Can be used to solve many types of problems, not just science

1. Usually begins with observation and question about the phenomenon to be

studied
2. Next preliminary research is done and hypothesis is developed
3. Then experiments are performed to test the hypothesis
4. Finally the tests are analyzed and a conclusion is drawn

7
1-01 Introduction, Units, and Uncertainty
• Units
• USA uses English system as was used by
the British Empire
• Rest of world uses SI system (International
System or Metric System)

• Fundamental Units - Can only be defined by

procedure to measure them
• Time = second (s)
• Distance = meter (m)
• Mass = kilogram (kg)
• Electric Current = ampere (A)

• All other units are derived from these 4

Meter based on distance light travels in a vacuum in 1/299,792,458 of a second

Second based on time it takes for 9,192,631,770 vibrations of Cesium atoms
Mass based on mass of a platinum-iridium cylinder kept with the old meter standard at the
International Bureau of Weights and Measures near Paris

8
1-01 Introduction, Units, and Uncertainty

• Metric Prefixes Prefix Symbol Value Prefix Symbol Value

exa E 1018 deci d 10-1
• SI system based on powers of peta P 1015 centi c 10-2
ten tera T 1012 milli m 10-3
• Memorize from T to p giga G 109 micro μ 10-6
mega M 106 nano n 10-9
kilo k 103 pico p 10-12
hecto h 102 femto f 10-15
decka da 101 atto a 10-18

9
1-01 Introduction, Units, and Uncertainty

• Unit conversions
• Multiply by conversion factors so that the unwanted unit cancels
out

• Convert 20 Gm to m
×
•
•

10
1-01 Introduction, Units, and Uncertainty

• Convert 5 cg to kg
×
•
×
×
•
×
•

11
1-01 Introduction, Units, and Uncertainty

• Convert 25 km/h to m/s

×
•
. ×
•
•

12
1-01 Introduction, Units, and Uncertainty

• Accuracy is how close a measurement is to the correct value for that

measurement.
• Precision of a measurement system is refers to how close the
agreement is between repeated measurements.

13
1-01 Introduction, Units, and Uncertainty

Accurate but not precise Precise but not accurate

14
1-01 Introduction, Units, and Uncertainty

• The accuracy and precision of a measuring system leads to

uncertainty.

• A device can repeated get the same measurement (precise), but

always be wrong (not accurate).

15
1-01 Introduction, Units, and Uncertainty

• Measurement lab

16
 1-02 Relative Motion, Distance, and Displacement
In this lesson you will…
• Describe motion in different reference frames
• Define distance and displacement, and distinguish
between the two
• Solve problems involving distance and displacement

Standards
• M1: Use vector analysis to characterize change in
position and motion

NAD Standards
M1
• Define displacement, relative motion, scalar, vector
• Compare vector and scalar quantities
• Use vectors to describe relative motion
• Use vector analysis to characterize change in position and motion

OpenStax High School Physics 2.1

OpenStax College Physics 2e 2.1-2.2

17
1-02 Relative Motion, Distance, and Displacement

• Kinematics studies motion • Position is relative to a

without thinking about its cause reference frame
• Earth is the most common
• Position reference frame, but it could
be something else
• The location where
something is relative to a • Most common coordinate
coordinate system called a system is x-y coordinate system
frame of reference

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1-02 Relative Motion, Distance, and Displacement
• Relative motion is how to describe the motion of an object based on
different reference frames.
• Think of sitting in your car next to a big tractor-trailer truck.
• The truck starts to move, but you stay still.
• What to you feel?

19
The background moves relative to the screen making it look like the dog is moving. The dog
is moving relative to the background, but not moving relative to the screen.

At the end, the background stops moving and the dog moves relative to the screen. The
dog is moving relative to the background, but is also moving relative to the screen.

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21
1-02 Relative Motion, Distance, and Displacement
• Displacement
• Change in position relative to a
reference frame

• Δ𝑑 = 𝑑 − 𝑑
• Vector
• Has direction and
magnitude
• Path does not matter
• Only depends on final and
initial position

Δd = d − d
Δd = 15 − 5 = 10 units

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1-02 Relative Motion, Distance, and Displacement
• What is the displacement of the
path in the diagram?

Δ𝑑 = 𝑑 − 𝑑
Δ𝑑 = 7 − −5 = 12

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1-02 Relative Motion, Distance, and Displacement
• Distance
• Total length of the path taken
• Scalar
• Only has magnitude

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1-02 Relative Motion, Distance, and Displacement
• You drive 20 km east, then turn around and drive 15 km west. What
is your displacement?

• What is your distance traveled?

Δ𝑑 = 𝑑 − 𝑑
Δ𝑑 = 5 𝑘𝑚 − 0 𝑘𝑚
5 𝑘𝑚
5 km east of your starting point

20 𝑘𝑚 + 15 𝑘𝑚
35 𝑘𝑚

25
 1-03 Speed and Velocity and Graphs
In this lesson you will…
• Calculate the average speed of an object
• Relate displacement and average velocity
• Explain the meaning of slope in position vs. time graphs
• Solve problems using position vs. time graphs

Standards
• M1: Use vector analysis to characterize change in position
and motion
• M2: Use graphs to characterize change in position and
motion

NAD Standards
M1
• Define velocity
• Compare vector and scalar quantities
M2
• Define position-time graph
• Interpret graphs from change in position and motion
• Create graphs for change in position and motion
• Use graphs to interpret slope and area form motion
• Use graphs to characterize change in position and motion

OpenStax High School Physics 2.2-2.3

OpenStax College Physics 2e 2.3

26
1-03 Speed and Velocity and Graphs
• Motion graphs lab

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1-03 Speed and Velocity and Graphs
• Speed • Velocity
• Rate of change of distance • Rate of change of
•𝑣 = displacement
•𝑣 =
•𝑣 =
• Scalar (no direction) •𝑣 = =
• Vector

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1-03 Speed and Velocity and Graphs
• Instantaneous velocity
• Exact velocity at a given
moment

29
1-03 Speed and Velocity and Graphs
• A coyote walks east 2 km, then turns around and walks back west 3
km. If this trip takes 1.5 hours, what is the coyote’s average speed?

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑣 =
𝑡𝑖𝑚𝑒
2 𝑘𝑚 + 3 𝑘𝑚 𝑘𝑚
𝑣 = = 3.33
1.5 ℎ ℎ

30
1-03 Speed and Velocity and Graphs
• A coyote walks east 2 km, then turns around and walks back west 3
km. If this trip takes 1.5 hours, what is the coyote’s average
velocity?

Δ𝑑
𝑣 =
Δ𝑡
−1 𝑘𝑚 𝑘𝑚 𝑘𝑚
𝑣 = = −0.667 = 0.667 𝑤𝑒𝑠𝑡
1.5 ℎ ℎ ℎ

31
1-03 Speed and Velocity and Graphs
• A black bear at top speed can run about 13.5 m/s. If its friend is
50.0 m away, how much time does it have to prepare for a bear hug
before the it gets there?

Δ𝑑
𝑣 =
Δ𝑡
𝑚 50 𝑚
13.5 =
𝑠 Δ𝑡
𝑚
13.5 Δ𝑡 = 50 𝑚
𝑠
Δ𝑡 = 3.70 s

32
1-03 Speed and Velocity and Graphs
• Position vs. Time graph
• 𝑠𝑙𝑜𝑝𝑒 =
•= =𝑣
• Slope of d vs. t is velocity

As the dog moves, his position increases as time increases

33
1-03 Speed and Velocity and Graphs
• If the graph is curved, use the
slope of the tangent line at the
given time

34
1-03 Speed and Velocity and Graphs
• The graph shows the distance a
car is from its house. What is
the velocity of the car at 5
minutes? (Give the answer in
m/s.)

Find slope
𝑦 −𝑦
𝑚=
𝑥 −𝑥
8 𝑘𝑚 − 2 𝑘𝑚 6 𝑘𝑚
𝑚= = = 1.5 𝑘𝑚/𝑚𝑖𝑛
4 min − 0 min 4 min

35
1-03 Speed and Velocity and Graphs
• The graph shows the distance a
car is from the starting point of
a race. What is the velocity of
the car at 3 seconds?

Draw tangent line at t=3 s.

Find slope of the tangent line.
30 m/s

36
 1-04 Velocity vs Time graphs
In this lesson you will…
• Find displacement from a velocity-time graph
• Find average velocity from a velocity-time graph
• Find acceleration from a velocity-time graph

Standards
• M2: Use graphs to characterize change in position and
motion

NAD Standards
M2
• Define velocity-time graph
• Interpret graphs for change in position and motion
• Create graphs for change in position and motion
• Use graphs to interpret the slope and area for motion
• Use kinematics to characterize change in position and motion

OpenStax High School Physics 2.4

OpenStax College Physics 2e 2.3, 2.8

37
1-04 Velocity vs Time graphs
• Acceleration
• Rate of change of velocity
• Slope of velocity vs. time
graph

• Displacement
• Area between graph and t-
axis of a velocity vs. time
graph

38
1-04 Velocity vs Time graphs
• Calculate
a. Displacement over the 30s.

b. Acceleration over the 30s.

c. Instantaneous velocity at 20s.

d. Average velocity over the 30s.

a. area: two parts upper triangle and lower rectangle.

Triangle: 𝐴 = 𝑏ℎ = 30 𝑠 165 − 15 = 2250 𝑚
Rectangle: 𝐴 = 𝑏ℎ = 30 𝑠 15 = 450 𝑚
Add together: 2250 𝑚 + 450 𝑚 = 2700 𝑚
b. Slope: 𝑚 =
𝑚 𝑚
165 − 15
𝑎= 𝑠 𝑠 =5𝑚
30 𝑠 − 0 𝑠 𝑠
c. Read from graph. 120 m/s
d. Find mean: 𝑣 = = 90

39
1-04 Velocity vs Time graphs
• Calculate
a. Displacement over the first 20s.

b. Instantaneous acceleration at 30s.

a. Area: estimate with 2 triangles (from 0 to 10s and 10-20s) and 2 rectangles
Triangle (0-10s): 𝐴 = 𝑏ℎ = 10 𝑠 210 − 165 = 225 𝑚
Triangle (10-20s): 𝐴 = 𝑏ℎ = 10 𝑠 230 − 210 = 100 𝑚
Rectangle (0-10s): 𝐴 = 𝑏ℎ = 10 𝑠 165 = 1650 𝑚
Rectangle(10-20s): 𝐴 = 𝑏ℎ = 10 𝑠 210 − 0 = 2100 𝑚
Total: 225 m + 100 m + 1650 m + 2100 m = 4075 m
b. Use slope of tangent line (already drawn)
𝑦 −𝑦
𝑚=
𝑥 −𝑥
𝑚 𝑚
260 − 210
𝑎= 𝑠 𝑠 = 1 𝑚/𝑠
50 𝑠 − 0𝑠

40
 1-05 Acceleration
In this lesson you will…
• Understand the meaning of positive and negative acceleration
• Solve problems involving acceleration
• Recognize graphs with constant acceleration

Standards
• M1: Use vector analysis to characterize change in position and
motion
• M2: Use graphs to characterize change in position and motion
• M3: Use kinematics equations to characterize change in position
and motion

NAD Standards
M1
• Define acceleration
• Use vectors to describe relative motion
• Use vector analysis to characterize change in position and motion
M2
• Use graphs to characterize change in position and motion
M3
• Define acceleration-time graph
• Use kinematics equations to solve for missing 1D variables

OpenStax High School Physics 3.1

OpenStax College Physics 2e 2.4, 2.8

41
1-05 Acceleration
• Acceleration graphs lab

42
1-05 Acceleration
• Acceleration
• Rate of change of velocity
Δ𝑣
𝑎=
Δ𝑡
𝑣 −𝑣
𝑎=
𝑡 −𝑡
𝑣 = 𝑎𝑡 + 𝑣
• Vector
• Unit: 𝑚/𝑠

(a) Speeding up
(b) Slowing
(c) Slowing
(d) Speeding up

43
1-05 Acceleration

• If the acceleration is same direction as

motion, then the object is increasing speed.
• If the acceleration is opposite direction as
motion, then the object is decreasing speed.

(a) Speeding up
(b) Slowing
(c) Slowing
(d) Speeding up

44
1-05 Acceleration
• A horse starts running. If it goes from 0 to 55 km/h in 3.5 s, what is
the horse’s acceleration?

55 𝑘𝑚 10 𝑚 ℎ 𝑚
𝑣= = 15.278
ℎ 𝑘𝑚 3600 𝑠 𝑠
𝑣 −𝑣
𝑎=
𝑡 −𝑡
𝑚 𝑚
15.278 − 0
𝑎= 𝑠 𝑠 = 4.37 𝑚/𝑠
3.5 𝑠 − 0 𝑠

45
1-05 Acceleration
• A car slows from 15 m/s to 10 m/s by an acceleration of 4 m/s2.
How much time did it take to slow down?

𝑣 −𝑣
𝑎=
𝑡 −𝑡
𝑚 𝑚
𝑚 10 𝑠 − 15 𝑠
−4 =
𝑠 Δ𝑡
𝑚 m
−4 Δt = −5
𝑠 s
Δ𝑡 = 1.25 𝑠

46
1-05 Acceleration
• Constant acceleration
• The graph of position–time is
parabolic
• (𝑑 = 𝑑 + 𝑣 𝑡 + 𝑎𝑡 is
quadratic)
• The graph of velocity–time is
linear
• (𝑣 = 𝑎𝑡 + 𝑣 is linear)
• The graph of acceleration-time
is constant
• (𝑎 = 𝑎)

47
1-06 Representing Acceleration with Equations Part 1
In this lesson you will…
Use kinematics equations to solve for missing 1D motion
variables
Use kinematics equations to characterize change in
position and motion

Standards
• M3: Use kinematics equations to characterize change in
position and motion

NAD Standards
M3
• Use kinematics equations to solve for missing 1D motion variables
• Use kinematics equations to characterize change in position and motion

OpenStax High School Physics 3.2

OpenStax College Physics 2e 2.5-2.6

48
1-06 Representing Acceleration with Equations Part 1

• Assume , so and acceleration is constant

•
• and

49
1-06 Representing Acceleration with Equations Part 1

50
1-06 Representing Acceleration with Equations Part 1
• 𝑣 = 𝑎𝑡 + 𝑣
• 𝑣 + 𝑣 = 𝑎𝑡 + 2𝑣

• = 𝑎𝑡 + 𝑣

• 𝑣 = 𝑎𝑡 + 𝑣
• 𝑑 = 𝑣𝑡 + 𝑑
• 𝑑= 𝑎𝑡 + 𝑣 𝑡+𝑑

• 𝑑 = 𝑎𝑡 + 𝑣 𝑡 + 𝑑

51
1-06 Representing Acceleration with Equations Part 1
• 𝑣 = 𝑎𝑡 + 𝑣

• 𝑡=

• 𝑣=

• 𝑑 = 𝑣𝑡 + 𝑑

• 𝑑= +𝑑

• 𝑑−𝑑 =

• 2𝑎 𝑑 − 𝑑 =𝑣 −𝑣
• 𝑣 = 𝑣 + 2𝑎(𝑑 − 𝑑 )

52
1-06 Representing Acceleration with Equations Part 1
𝑑 = 𝑣𝑡 + 𝑑

𝑣 +𝑣
𝑣=
2

𝑣 = 𝑎𝑡 + 𝑣

1
𝑑 = 𝑎𝑡 + 𝑣 𝑡 + 𝑑
2

𝑣 = 𝑣 + 2𝑎(𝑑 − 𝑑 )

53
1-06 Representing Acceleration with Equations Part 1
• Examine the situation to determine which physical principles are
involved.
• Maybe draw a picture
• List the knowns.
• Identify the unknowns.
• Find an equation or set of equations that can help you solve the problem.
• Substitute the knowns along with their units into the appropriate
equation, and Solve
• Check the answer to see if it is reasonable: Does it make sense?

54
1-06 Representing Acceleration with Equations Part 1

• A plane starting from rest accelerates to in . How far did

the plane travel during this time?

𝑣 = 40 𝑚/𝑠, 𝑡 = 10 𝑠, 𝑣 = 0, 𝑑 = 0, 𝑑 = ?
𝑚
𝑣 +𝑣 0 + 40
𝑣= →𝑣= 𝑠 = 20 𝑚/𝑠
2 2
𝑑 = 𝑣𝑡 + 𝑑
𝑚
𝑑 = 20 10 𝑠 + 0
𝑠
𝑑 = 200 𝑚

55
1-06 Representing Acceleration with Equations Part 1

• To avoid an accident, a car decelerates at for and

covers of road. What was the car’s initial velocity?

𝑚
𝑎 = −0.5 , 𝑡 = 3 𝑠, 𝑑 = 15 𝑚, 𝑑 = 0, 𝑣 = ?
𝑠
1
𝑑 = 𝑎𝑡 + 𝑣 𝑡 + 𝑑
2
1 𝑚
15 𝑚 = −0.5 3𝑠 +𝑣 3𝑠 +0
2 𝑠
15 𝑚 = −2.25 𝑚 + 𝑣 3 𝑠
17.25 𝑚 = 𝑣 3 𝑠
𝑣 = 5.75 𝑚/𝑠

56
1-06 Representing Acceleration with Equations Part 1

• A cheetah is walking at 1.0 m/s when it sees a zebra 25 m away. What

acceleration would be required to reach 20.0 m/s in that distance?

𝑚 𝑚
𝑣 = 20.0 , 𝑣 = 1.0 , 𝑑 = 25 𝑚, 𝑑 = 0, 𝑎 = ?
𝑠 𝑠
𝑣 = 𝑣 + 2𝑎 𝑑 − 𝑑
𝑚 𝑚
20 = 1.0 + 2𝑎 25 𝑚 − 0
𝑠 𝑠
𝑚 𝑚
400 =1 + 50 𝑚 𝑎
𝑠 𝑠
𝑚
399 = 50 𝑚 𝑎
𝑠
𝑎 = 7.98 𝑚/𝑠

57
1-06 Representing Acceleration with Equations Part 1
• The left ventricle of the heart accelerates
blood from rest to a velocity of +26 cm/s.
(a) If the displacement of the blood during
the acceleration is +2.0 cm, determine its
acceleration (in cm/s2). (b) How much
time does blood take to reach its final
velocity?

a) 𝑣 = 𝑣 + 2𝑎 𝑑 − 𝑑
𝑐𝑚 𝑚
26 = 0 + 2𝑎 2 𝑐𝑚
𝑠 𝑠
𝑐𝑚
676 = 4𝑎 𝑐𝑚
𝑠
𝑐𝑚
𝑎 = 169
𝑠
b) 𝑑 = 𝑣𝑡 + 𝑑 ; 𝑣 =
𝑐𝑚 𝑐𝑚
0 + 26
𝑣= 𝑠 𝑠 = 13 𝑐𝑚
2 𝑠
𝑑 = 𝑣𝑡 + 𝑑
𝑐𝑚
2 𝑐𝑚 = 13 𝑡
𝑠
𝑡 = 0.15 𝑠

58
1-07 Representing Acceleration with Equations Part 2
In this lesson you will…
• Define freefall
• Use kinematics equations to solve free-fall motion
• Use kinematics equations to characterize change in
position and motion

Standards
• M3: Use kinematics equations to characterize change in
position and motion

NAD Standards
M3
• Define freefall
• Use kinematics equations to solve free-fall motion
• Use kinematics equations to characterize change in position and motion

OpenStax High School Physics 3.2

OpenStax College Physics 2e 2.7

59
1-07 Representing Acceleration with Equations Part 2

• Free fall is when an object is

moving only under the influence
of gravity
• In a vacuum all objects fall at
same acceleration
•
• Any object thrown up, down, or
dropped has this acceleration

60
1-07 Representing Acceleration with Equations Part 2

• Do feather falling demo • Real life

• Air resistance

• Use the one-dimensional

equations of motion

61
1-07 Representing Acceleration with Equations Part 2

• You drop a coin from the top of a hundred story building (1000 m).
If you ignore air resistance, how fast will it be falling right before it
hits the ground?

When solving and taking square root, then use ± sign. Took negative here because it was
going down.
𝑚
𝑣0 = 0, 𝑣 = ? , 𝑎 = −9.80 2 , 𝑑 = 1000 𝑚, 𝑑 = 0 𝑚
𝑠
𝑣2 = 𝑣02 + 2𝑎 𝑑 − 𝑑
𝑣2 = 0 + 2(−9.80 𝑚/𝑠2)(0 − 1000 𝑚)
𝑣2 = 19600 𝑚2/𝑠2
𝑣 = −140 𝑚/𝑠

62
1-07 Representing Acceleration with Equations Part 2

• How long does it take to hit the ground?

1
𝑑 = 𝑎𝑡 + 𝑣 𝑡 + 𝑑
2
1 𝑚
0 𝑚 = −9.80 2 𝑡2 + 0 𝑡 + 1000 𝑚
2 𝑠
𝑚
−1000 𝑚 = −4.90 2 𝑡2
𝑠
2
204.1 𝑠 = 𝑡 2

14.3 𝑠 = 𝑡

63
1-07 Representing Acceleration with Equations Part 2

• A baseball is hit straight up into the air. If the initial velocity was 20
m/s, how high will the ball go?

𝑚 𝑚
𝑣0 = 20 , 𝑎 = −9.80 2 , 𝑣 𝑎𝑡 𝑡𝑜𝑝 = 0, 𝑑 = ? , 𝑑 = 0
𝑠 𝑠
𝑣2 = 𝑣02 + 2𝑎 𝑑 − 𝑑
𝑚 2 𝑚
0 = 20 + 2 −9.80 2 𝑑 − 0
𝑠 𝑠
𝑚2 𝑚
−400 2 = −19.6 2 𝑑
𝑠 𝑠
𝑑 = 20.4 𝑚

64
1-07 Representing Acceleration with Equations Part 2

• How long will it be until the catcher catches the ball at the same
height it was hit?

𝑚 𝑚
𝑣0 = 20 , 𝑎 = −9.80 2 , 𝑡 = ? , 𝑑 = 0, 𝑑 = 0
𝑠 𝑠
1
𝑑 = 𝑎𝑡 + 𝑣 𝑡 + 𝑑
2
1 𝑚 𝑚
0 𝑚 = −9.80 𝑡 + 20 𝑡+0𝑚
2 𝑠 𝑠
𝑚 𝑚
0 = 𝑡 20 − 4.90 𝑡
𝑠 𝑠
𝑚 𝑚
𝑡 = 0 𝑠 𝑜𝑟20 − 4.90 𝑡 = 0
𝑠 𝑠
𝑚 𝑚
−4.90 𝑡 = −20
𝑠 𝑠
𝑡 = 4.08 𝑠

65
1-07 Representing Acceleration with Equations Part 2

• How fast is it going when catcher catches it?

It’s going down.

𝑚 𝑚
𝑣0 = 20, 𝑎 = −9.80 2 , 𝑡 = ? , 𝑑 = 0, 𝑑 = 0
𝑠 𝑠
𝑣 = 𝑣 + 2𝑎(𝑑 − 𝑑 )
𝑚 𝑚
𝑣 = 20 + 2 −9.80 0𝑚 −0𝑚
𝑠 𝑠
𝑚
𝑣 = 20
𝑠
𝑚
𝑣 = ±20 𝑠𝑜 𝑣 = −20 𝑚/𝑠
𝑠

66
1-07 Representing Acceleration with Equations Part 2

• Acceleration of gravity lab

67
 1-08 Vector Addition
In this lesson you will…
• Define resultant
• Add vectors graphically
• Add vectors algebraically

Standards
• M1: Use vector analysis to characterize change in
position and motion

NAD Standards
M1
• Define resultant
• Add vectors algebraically

OpenStax High School Physics 5.1-5.2

OpenStax College Physics 2e 3.1-3.3

68
1-08 Vector Addition
Vectors
• Vectors are measurements with
magnitude and direction
• They are represented by
arrows
• The length of the arrow is the
magnitude
• The direction of the arrow is
the direction

69
1-08 Vector Addition
• Vectors can be represented in component form
• Make a right triangle using the vector as the hypotenuse
• Use sine and cosine to find the horizontal (x) component
and the vertical (y) component
• Assign negative signs to any component going down or left
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
sin 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
cos 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡

70
1-08 Vector Addition
• A football player kicks a ball at 15 m/s at 30°
above the ground. Find the horizontal and vertical
components of this velocity.

Horizontal: 𝑣 = 15 𝑐𝑜𝑠 30° = 13.0

Vertical: 𝑣 = 15 𝑠𝑖𝑛 30° = 7.5

71
1-08 Vector Addition
Scalar Multiplication
• Multiplying a vector by a single
number
• Draw the vector that many times
in a line
• Or multiply the components by
that number
• A negative vector means multiply
by −1, so it goes in the opposite
direction

72
1-08 Vector Addition
Vector Addition - Graphical
Method
• Draw the first vector.
• Draw the second vector where
the first one ends (tip-to-tail).
• Draw the resultant vector from
where the first vector begins to
where the second vector ends.
• Measure the resultant's length
and direction.

73
1-08 Vector Addition
Vector Addition – Component Method 3. Add all the y-components
• Vectors can be described by its 4. Use the Pythagorean Theorem to find
components to show how far it goes in the the magnitude of the resultant
x and y directions. 5. Use tan-1 to find the direction (the
• To add vectors, you simply add the x- direction is always found at the tail-end
component and y-components to get total of the resultant)
(resultant) x and y components. • Note: Drawing pictures and triangles helps
1. Find the components for all the vectors immensely.
to be added
2. Add all the x-components

74
1-08 Vector Addition

Add the follow vectors. x y

at 25° N of E; C 15 𝑚 c𝑜𝑠 25° = 𝟏𝟑. 𝟔𝒎 15 𝑚 sin 25° = 𝟔. 𝟑𝟒 𝒎
at 60° S of E
D 20 𝑚 cos 60° = 𝟏𝟎 𝒎 −20 𝑚 sin 60°
= −𝟏𝟕. 𝟑𝟐𝒎
R 𝟐𝟑. 𝟔 𝒎 −𝟏𝟎. 𝟗𝟖 𝒎

.
C D
.

75
1-08 Vector Addition
A jogger runs 145 m in a x y
direction 20.0° east of north A 145 𝑚 𝑠𝑖𝑛 20° 145 𝑚 cos 20°
and then 105 m in a direction = 𝟒𝟗. 𝟔 𝒎 = 𝟏𝟑𝟔. 𝟑 𝒎
35.0° south of east. Determine B 105 𝑚 cos 35° −105 𝑚 sin 35°
the magnitude and direction of = 𝟖𝟔. 𝟎 𝒎 = −𝟔𝟎. 𝟐 𝒎
jogger's position from her R 𝟏𝟑𝟓. 𝟔 𝒎 𝟕𝟔. 𝟏 𝒎
starting point.
B
.
A
. R

76
1-08 Vector Addition
• Do independence of vectors lab

77
 1-09 Projectile Motion
In this lesson you will…
• Define projectile motion and 2D motion
• Use kinematics equations to solve for missing 2D motion variables
• Use kinematics equations to characterize change in position and
motion

Standards
• M1: Use vector analysis to characterize change in position and
motion
• M2: Use graphs to characterize change in position and motion
• M3: Use kinematics equations to characterize change in position
and motion
(Level 4)

NAD Standards
M2
• Define 2D motion
M3
• Define projectile motion
• Use kinematics equations to solve for missing 2D motion variables
• Use kinematics equations to characterize change in position and motion

OpenStax High School Physics 5.3

OpenStax College Physics 2e 3.4

78
1-09 Projectile Motion
• Objects in flight only under influence of gravity
• x and y components are independent
• Time is only quantity that is the same in
both dimensions
• x-component velocity constant since nothing
pulling it sideways
• Use 𝑥 = 𝑣 𝑡
• y-component changes because gravity pulling
it down
• Use equations of kinematics

Note at highest point, vy = 0

79
1-09 Projectile Motion
• If the starting and ending height are the same, the distance the
object goes can be found with the range equation
𝑣 sin 2𝜃
𝑟=
𝑔

80
1-09 Projectile Motion

• A meatball with v = 5.0 m/s

rolls off a 1.0 m high table. How
long does it take to hit the floor?

y-motion only
𝑚
𝑣 =0 , 𝑦 = 1.0 𝑚,
𝑠
𝑚
𝑦 = 0 𝑚, 𝑎 = −9.8 , 𝑡 = ?
𝑠
1
𝑦 = 𝑎 𝑡 +𝑣 𝑡+𝑦
2
1 𝑚 𝑚
0 𝑚 = −9.8 𝑡 + 0 𝑡 + 1.0 𝑚
2 𝑠 𝑠
𝑚
−1.0 𝑚 = −4.9 𝑡
𝑠
0.20 𝑠 = 𝑡
0.45 𝑠 = 𝑡

81
1-09 Projectile Motion
• What was the velocity when it hit?

Both x and y motion

x-velocity doesn’t change since no acceleration in x
x: 𝑣 = 5.0 , 𝑡 = 0.45 𝑠
y: 𝑣 =0 , 𝑦 = 1.0 𝑚,
𝑚
𝑦 = 0 𝑚, 𝑎 = −9.8 ,
𝑠
𝑡 = 0.45 𝑠
x-direction
𝑚
𝑣 = 5.0
𝑠
y-direction
𝑣 =𝑎 𝑡+𝑣
𝑚 𝑚
𝑣 = −9.8 0.45 𝑠 + 0
𝑠 𝑠
𝑚
𝑣 = −4.4
𝑠
𝑚 𝑚 𝑚
𝑣 = 5.0 + −4.4 = 6.7
𝑠 𝑠 𝑠

82
 𝑚
−4.4
𝜃 = tan 𝑠
𝑚 = −42°
5.0
𝑠
𝑚
6.7 𝑎𝑡 42° 𝑏𝑒𝑙𝑜𝑤 ℎ𝑜𝑟𝑖𝑧𝑜𝑛𝑡𝑎𝑙
𝑠

82
1-09 Projectile Motion

• A truck (v = 11.2 m/s) turned a

corner too sharp and lost part of the
load. A falling box will break if it hits
the ground with a velocity greater
than 15 m/s. The height of the truck
bed is 1.5 m. Will the box break?

x: 𝑣 = 11.2 , 𝑣 = 11.2
y: 𝑣 = 0 , 𝑦 = 1.5 𝑚, 𝑦 = 0 𝑚, 𝑎 = −9.8 , 𝑣 = ?
y-direction:
𝑣 = 𝑣 + 2𝑎 (𝑦 − 𝑦 )
𝑚 𝑚
𝑣 = 0 + 2 −9.8 0 − 1.5 𝑚
𝑠 𝑠
𝑚
𝑣 = 29.4
𝑠
𝑣 = −5.42 𝑚/𝑠
𝑚 𝑚
𝑣 = 11.2 + −5.42
𝑠 𝑠
𝑣 = 12.4 𝑚/𝑠 The box doesn’t break

83
1-09 Projectile Motion
• While driving down a road a bad guy shoots a bullet straight up into
the air. If there was no air resistance where would the bullet land –
in front, behind, or on him?

If air resistance present, bullet slows and lands behind.

No air resistance the vx doesn’t change and bullet lands on him.

84
1-09 Projectile Motion
• If a gun were fired horizontally and a bullet were dropped from the
same height at the same time, which would hit the ground first?

Hit at the same time since they fall down the same distance and have the same initial y-
velocity.

85
01-08 Projectile Motion

Watch MythBusters bullet drop video

86
1-09 Projectile Motion
• A batter hits a ball at 35° with a
velocity of 32 m/s. How high
did the ball go?

x: 𝑣 = 32 cos 35° = 26.2

y: 𝑦 = 32 sin 35° = 18.4 , 𝑎 = −9.8 , 𝑦 = 0 𝑚, 𝑦 = ? , 𝑣 = 0
y-direction:
𝑣 =𝑣 + 2𝑎 𝑦 − 𝑦
𝑚 𝑚
0 = 18.4 + 2 −9.8 𝑦−0
𝑠 𝑠
𝑚 𝑚
0 = 338.9 − 19.6 𝑦
𝑠 𝑠
𝑦 = 17 𝑚

87
1-09 Projectile Motion

• How long was the ball in the

air?

x: 𝑣 = 32 cos 35° = 26.2

y: 𝑦 = 32 sin 35° = 18.4 , 𝑎 = −9.8 , 𝑦 = 0 𝑚, 𝑦 = 0 𝑚, 𝑡 = ?
y-direction:
1
𝑦 = 𝑎 𝑡 +𝑣 𝑡+𝑦
2
1 𝑚 𝑚
0 = −9.8 𝑡 + 18.4 𝑡+0
2 𝑠 𝑠
𝑚 𝑚
0 = 𝑡 −4.9 𝑡 + 18.4
𝑠 𝑠
𝑡 = 0 𝑜𝑟 𝑡 = 3.8 𝑠

88
1-09 Projectile Motion

• How far did the ball go?

x: 𝑣 = 32 cos 35° = 26.2 , 𝑡 = 3.8 𝑠, 𝑥 = ?

x-direction:
𝑥 =𝑣 𝑡+𝑥
𝑚
𝑥 = 26.2 3.8 𝑠 + 0 𝑚
𝑠
𝑥 = 98 𝑚

89
1-09 Projectile Motion
• A projectile launcher shoots a
ball with v0 = 11 m/s. If the ball
lands 9.38 m away horizontally
and 2 m higher, at what angle
was the ball launched?

𝑥=𝑣 𝑡
𝑥 = 𝑣 cos θ 𝑡
𝑚
9.38 𝑚 = 11 cos 𝜃 𝑡
𝑠

1
𝑦 = 𝑎𝑡 + 𝑣 𝑡 + 𝑦
2
1 𝑚 𝑚
2 = −9.8 𝑡 + 11 sin 𝜃 𝑡 + 0
2 𝑠 𝑠
𝑚 𝑚
0 = −4.9 𝑡 + 11 sin θ t − 2
𝑠 𝑠

𝑥=𝑣 𝑡
𝑚
9.38 𝑚 = 11 cos 𝜃 𝑡
𝑠
9.38 𝑠
=𝑡
11 cos 𝜃
Substitute (and drop units for convenience)
9.38 9.38
0 = −4.9 + 11 sin 𝜃 −2
11 cos 𝜃 11 cos 𝜃

90
 0 = −3.563 sec θ + 9.38 tan θ − 2
sec2 θ = 1 + tan2 θ
0 = −3.563 1 + tan 𝜃 + 9.38 tan 𝜃 − 2
0 = −3.563 − 3.563 tan 𝜃 + 9.38 tan 𝜃 − 2
0 = −3.563 tan 𝜃 + 9.38 tan 𝜃 − 5.563
Solve to tan θ with the quadratic formula
−9.38 ± 9.38 − 4 −3.563 −5.563
tan 𝜃 =
2 −3.563
tan 𝜃 = 1.73024
𝜃 = 60.0°

90