Module 2—Motion in Two Dimensions
Reflect and Connect
The physics of golf is complex. You have seen that the initial vertical and horizontal velocities of the golf ball determine its position, given a specific time interval when air resistance and environmental conditions are ignored. You also know that the horizontal and vertical motions are independent in nature, which allows you to solve what would be a complex two-dimensional problem using simpler one-dimensional solutions. In a real game of golf, there is more to consider. The ball, the club, the angle of the club face, the swing, the ball-club interaction, and the ball-air interactions all introduce new variables, such as lift. Research the physics of golf to identify and describe these other variables and how they play out in the game of golf. Given this new information, what combination of variables will maximize the range of a golf ball?
To explore this question further, use a search engine with the search words physics of golf.
Store your reflection in the course folder.
Reflect on the Big Picture
In this lesson you learned that using the components of a vector can give you a simpler way to analyze motion. You again worked with the geometry of vectors, but this time you broke one vector into horizontal and vertical components. You saw that you could treat each component separately and apply the kinematics equations to each component separately.
To help you reflect on your learning experience in this lesson, complete at least one of the following three activities:
- The material of this lesson is in part simple (the concept) and in part complex (the calculations). Poets often work very hard to convey complex ideas in simple language. Can you create a poem that describes the complex nature of projectile motion?
- Draw or paint a picture that shows working with the components of vectors like you did in this lesson. Add a short explanation of how your picture explains the independent nature of the horizontal and vertical component of vectors.
- What do you think you learned in this lesson? Look over the lesson, and fill in a learning log like the one that follows.
Learning Log
Describe things that you know now that you didn’t know before.
Describe things that you still need to work on.
Describe ways to increase your skills and knowledge.
Going Beyond
The term projectile motion applies to the motion of an object in a uniform gravitational field. Such a field exists to a very good approximation within a volume extending a few kilometres horizontally and vertically from a given point on Earth's surface. Motions extending over a larger range, in which Earth's curvature and the decrease of the value of (g) with elevation become significant, are called ballistic motions. Compare and contrast the trajectory of these two types of motion. The projectile simulation lets you vary the magnitude of the acceleration due to gravity by means of a slider. Use the simulation to predict, observe, and explain why the maximum height changes when the value of (g) changes.
Module 2: Lesson 4 Assignment
Remember to submit the Module 2: Lesson 4 Assignment to your teacher.
Your Module Project includes sending four parts to your teacher. The first three parts are the work that you completed on the project in Lessons 1, 2, and 3. The fourth part is a presentation using the information you have found.
Complete instructions are found on the Module 2 Project page.
Module 2 Project
You can choose to make your presentation in any form you wish. However, if you wish to use a form other than a speech (about 2 minutes long), a letter or report (about 500 words), or multimedia presentation (about 2 minutes long), you should discuss it with your teacher before beginning.
In the first three lessons of Module 2 you researched and thought about equipment used in different sports. Your final presentation should organize this information and present it in a coherent fashion. You should explain concisely how dynamics has contributed to changes in sports. Look at the scoring rubric to see how you will be graded.
Scoring Rubric for the Presentation
- Poor: The presentation is irrelevant or so scant, overgeneralized, or inaccurate that it indicates a poor or almost complete lack of understanding. It contains major errors or is largely inappropriate.
- Limited: The presentation is unfocused or inappropriate, potentially relevant but contains inaccuracies or extraneous detail. It shows an understanding that is confused or oversimplified.
- Satisfactory: The presentation is largely relevant but may contain some minor factual errors, or there may be a mixture of relevant and extraneous information. It shows a general understanding of dynamics as it relates to sports.
- Proficient: The presentation is purposeful, usually specific, relevant, and accurate, indicating a solid understanding of how dynamics affects sports.
- Excellent: The presentation is comprehensive, specific, relevant, and accurate, and it demonstrates a superior understanding of how dynamics affects sports.
Each of the preliminary parts of the project will be graded on a 2-point scale: 0 points if the part shows little or no effort expended, 1 point for some effort, and 2 points if considerable effort is shown.