Motion in a plane and projectile motion

6 visual steps · 3 worked examples · 5 exercises with solutions

First, let’s see the idea.

Why does the projectile keep moving at the highest point?

Move forward one step at a time. Change the values and observe what happens.

Two motions, one flightx (m)y (m)Spatial axes share a scale; velocity arrows have their own scale.
Drawing description

Choose the launch point and axes. The launch starts at x = 0, y = 0 and ends at the same height. Upwards is positive. We ignore air and use constant downward gravity; the flight has not yet been drawn. The launch point is at the intersection of the x and y axes. Launch speed: 14 m/s. Angle above the horizontal: 45 °.

Step 1 of 6

Choose the start and axes

The starting point is at the intersection of the x and y axes.

The launch starts at x = 0, y = 0 and ends at the same height. Upwards is positive. We ignore air and use constant downward gravity; the flight has not yet been drawn.

Launch speed
14 m/s
Angle above the horizontal
45 °

What if you change this?

5 m/s25 m/s
15 °75 °

Before moving on

With v₀ = 14 m/s and θ = 45°, what is the range at the same level, without air and with g = 9.8 m/s²?

Compare with the explanation

Range = v₀² sin(2θ)/g = 196/9.8 = 20 m. At the top, vx ≈ 9.90 m/s and vy = 0.

You decide when to mark this lesson as studied.

Two motions, one flight

Slide the drawing to see the details.

Explore the full explanationThe foundations, principles, worked examples and all the exercises, at your own pace.

What you will understand

  • Resolve positions, velocities and accelerations along perpendicular axes.
  • Justify the independence of motions in the model without air resistance.
  • Determine position, velocity, flight time, height and range.
  • Recognise when same-height formulas are no longer valid.

Before you start

You do not need to know everything by heart. The explanation revisits the necessary ideas and shows how they connect. If a foundation is still unclear, you can return to these lessons:

Two axes describe a position

In a plane we need two coordinates: r = (x,y). Choose an origin, a horizontal x axis and a vertical y axis positive upwards. Position can be described by an arrow from the origin to the body; displacement between instants has components Δx and Δy. Its magnitude is √[(Δx)² + (Δy)²].

Velocity also has components vₓ and vᵧ. Speed is v = √(vₓ² + vᵧ²). A zero component does not require a zero vector: at the highest point of an oblique launch, vᵧ = 0 but vₓ is generally not zero. Velocity direction is tangent to the trajectory.

If launch speed is v₀ and angle θ is above the horizontal, v₀ₓ = v₀ cos θ and v₀ᵧ = v₀ sin θ. These results come from projecting the right triangle formed by the vector and its components. Components retain units of m/s; sine and cosine have no unit. Check whether the calculator uses degrees or radians according to the angle given.

What makes a body a projectile in the model

After launch and before impact, we consider weight to be the only significant force. We neglect air resistance, propulsion and rotational effects. Near the surface, the gravitational field is approximately uniform. We will use g = 9,8 m/s² in all examples in this lesson.

By the second law, aₓ = 0 and aᵧ = −g. Thus horizontal velocity stays constant and vertical velocity varies uniformly. Independence means that vertical force does not directly change the horizontal component. It does not mean there are two bodies or two clocks: components describe the same body over the same time.

A dropped ball and another launched horizontally from the same height reach the ground simultaneously in this model if they start with the same vertical velocity. The second travels farther horizontally, but that advance does not delay falling. In the real world, air, shape and spin can change the result, especially for light objects or long trajectories.

Building the equations by component

If t = 0 is the launch instant, the horizontal equations are x = x₀ + v₀ₓt and vₓ = v₀ₓ. Since aₓ = 0, there is no quadratic term in x. Horizontal distance only reveals time if v₀ₓ is non-zero and the motion follows this model.

Vertically, we apply constant acceleration: y = y₀ + v₀ᵧt − gt²/2 and vᵧ = v₀ᵧ − gt. Also, vᵧ² = v₀ᵧ² − 2g(y − y₀). This last relationship avoids time but loses the sign of vᵧ through squaring; rising or falling must be identified physically.

To find the instant of an event, impose its condition: the top means vᵧ = 0; ground means y equals ground height; passing a wall means x equals the wall’s position. Solve for time first and then use it in the other component. Reject negative roots when the interval studied begins at launch.

Why the trajectory is parabolic

When v₀ₓ ≠ 0, the horizontal relationship gives t = (x − x₀)/v₀ₓ. Substituting into the vertical equation gives y − y₀ = (v₀ᵧ/v₀ₓ)(x − x₀) − [g/(2v₀ₓ²)](x − x₀)². This is a quadratic function of the horizontal coordinate: the trajectory is a parabola in the adopted model.

It is concave down because the quadratic coefficient is negative. The curve drawn in space is not the same as a y(t) graph, although both are parabolic here. One uses horizontal distance on its axis; the other uses time. Axes and units tell an essential part of the story.

For an exactly vertical launch, v₀ₓ = 0 and the previous elimination involves division by zero: it does not apply. The trajectory is a vertical line, described only by y(t). A formula has a domain of validity; recognising a special case is part of solving the problem, not an optional detail.

horizontal vgxydiagram not to scale

At the top vertical velocity becomes zero, but gravity still points downwards and horizontal velocity stays the same.

The top and return to the initial height

At the top, 0 = v₀ᵧ − gt, so top t = v₀ᵧ/g for an initially rising launch. Substituting into position gives the height gained: maximum Δh = v₀ᵧ²/(2g). This is the increase relative to launch; height above ground still includes y₀.

If arrival is at exactly the initial height, the vertical equation gives t(v₀ᵧ − gt/2) = 0. Besides the launch root t = 0, flight time is 2v₀ᵧ/g. Horizontal range is R = v₀ₓt = v₀² sin(2θ)/g. The symmetry of ascent and descent depends on returning to the same level and retaining the model’s assumptions.

For fixed initial speed and arrival at the same height, sin(2θ) is maximised at θ = 45°. Complementary angles give the same ideal range but different heights and times. If arrival is above or below launch, the previous R expression and the 45° statement are no longer general. Solve the equation using the actual height difference.

A solution should end with interpretation

Organise data into two groups of components, but use a common timeline. Write initial and final conditions with signs; for example, a point 5 m below the origin has y = −5 m. Do not always substitute a positive number for “height” without choosing the reference frame.

After finding vₓ and vᵧ at an instant, calculate magnitude and direction if the question asks for complete velocity. The angle can be obtained from tan φ = vᵧ/vₓ, but the quadrant depends on the signs. At impact after falling, vᵧ must be negative with an upward axis; a positive square root may indicate only magnitude.

Check the results: t must be positive for future flight; range must have the direction of v₀ₓ; at the top, speed is |v₀ₓ|, not zero. An energy comparison, v² = v₀² − 2g(y − y₀), can check the final magnitude when only gravity does work.

Worked examples, without skipping steps

Follow the reasoning first. Then cover the solution and try to reconstruct it in your own words.

Example 1

A launch returning to its initial level

A ball is launched at 20 m/s with θ = 30° and arrives at the same height. Calculate flight time, height gained and range.
  1. The components are v₀ₓ = 20 cos 30° ≈ 17,32 m/s and v₀ᵧ = 10 m/s.
  2. Flight t = 2 × 10/9,8 ≈ 2,04 s. Height gained is 10²/(2 × 9,8) ≈ 5,10 m.
  3. R = 17,32 × 2,0408 ≈ 35,35 m, using values without premature rounding.
Result
Time ≈ 2,04 s; height gained ≈ 5,10 m; range ≈ 35,3 m.
Check the result
The top occurs at 1,02 s, halfway through flight. Arrival velocity has the same magnitude of 20 m/s, with a negative vertical component.

Example 2

Horizontal launch from a platform

An object leaves horizontally at 6,0 m/s from a height of 4,9 m. Determine time to the ground, horizontal advance and impact speed.
  1. Choose ground y = 0 and y₀ = 4,9 m. Since v₀ᵧ = 0, 0 = 4,9 − 4,9t², so t = 1,0 s.
  2. Horizontal advance is 6 × 1 = 6,0 m. The vertical impact component is −9,8 × 1 = −9,8 m/s.
  3. The magnitude is √(6² + 9,8²) = √132,04 ≈ 11,49 m/s.
Result
Time 1,0 s; advance 6,0 m; speed ≈ 11,5 m/s.
Check the result
Energy gives v² = 6² + 2 × 9,8 × 4,9 = 132,04 m²/s², confirming the magnitude.

Example 3

Arrival at a different height

A ball starts 5,0 m above ground with v₀ₓ = 8,0 m/s and v₀ᵧ = 6,0 m/s. Determine flight time and range.
  1. The ground condition gives 0 = 5 + 6t − 4,9t², or 4,9t² − 6t − 5 = 0.
  2. The roots are [6 ± √134]/9,8. The positive one is approximately 1,793 s; the negative one does not belong to the flight after launch.
  3. Range is R = 8 × 1,7927 ≈ 14,34 m.
Result
Time ≈ 1,79 s; range ≈ 14,3 m.
Check the result
Return to the initial height would occur at 2 × 6/9,8 ≈ 1,22 s. Impact is later because the ground lies below launch.

Now try it yourself

There is no timer. Write what you know, choose a relationship and justify each step. Hints and solutions are available whenever you need them.

Exercise 1

A launch has v₀ = 10 m/s and θ = 60°. Calculate the components.
A hint
Use horizontal and vertical projections.
See the worked solution
v₀ₓ = 10 cos 60° = 5,0 m/s; v₀ᵧ = 10 sin 60° ≈ 8,66 m/s. √(5² + 8,66²) recovers approximately 10 m/s, checking the resolution.

Exercise 2

For projectile motion without air, vₓ = 12 m/s. How far does it advance between t = 1 and t = 3 s?
A hint
Duration is the difference between the instants.
See the worked solution
Δx = vₓΔt = 12(3 − 1) = 24 m. Height may change in this interval without affecting the calculation because horizontal acceleration is zero.

Exercise 3

With v₀ᵧ = 9,8 m/s, when does the top occur and what height is gained?
A hint
At the top vᵧ is zero, but a is not zero.
See the worked solution
Top t = 9,8/9,8 = 1,0 s. Δh = 9,8²/(2 × 9,8) = 4,9 m. Vertical acceleration remains −9,8 m/s² at that instant.

Exercise 4

A ball returns to its initial height with v₀ₓ = 7 m/s and v₀ᵧ = 14 m/s. What are its final velocity components?
A hint
The horizontal component is conserved and the vertical component reverses sign.
See the worked solution
At arrival at the same level, vₓ = +7 m/s and vᵧ = −14 m/s. The magnitude is √245 ≈ 15,7 m/s, equal to the initial value. Equal magnitudes do not mean equal vectors.

Exercise 5

Can R = v₀²sin(2θ)/g be used for a launch from a balcony to the ground?
A hint
Recall the condition used when factoring the vertical equation.
See the worked solution
Generally not, because final height differs from initial height. Solve final y = y₀ + v₀ᵧt − gt²/2 for the positive time, then use Δx = v₀ₓt. The short formula was derived for return to the same level.

Mistakes worth avoiding

At the top the entire velocity is zero.
Only the vertical component is zero in a usual oblique launch.
Horizontal motion delays the fall.
Under the model’s assumptions, vertical evolution depends only on vertical conditions.
45° always gives the greatest range.
The conclusion requires equal launch and arrival heights and the model without air.

The essentials to take with you

  • Components share the same time.
  • Without air, aₓ = 0 and aᵧ = −g.
  • The parabolic trajectory results from the linear–quadratic combination.
  • The top means vᵧ = 0, not aᵧ = 0.
  • Same-height conditions must be checked before using short formulas.

If you still cannot explain one of these ideas, return to the corresponding section and work through an example again. Recognising the difficulty is part of studying.

See the idea in motion

Now you can change the values, observe the graph and compare the experiment with the results you calculated.

Try it in the lab

References for further study

Text and examples prepared for this learning path. These sources help check the principles and continue studying:

The organisation by school year is a study proposal. Pedagogical review by teachers remains a stage of the project.