Projectile motionEdexcel A-Level Maths: Revision notes
Section 1
The projectile model
A projectile is a body moving under gravity alone. At A Level you model it as a particle (no size, so no spin or rotation) moving in a vertical plane, with no air resistance and a constant gravitational acceleration m s (unless the question gives another value such as ) acting vertically downwards. Take horizontal, vertically upwards, so . The horizontal and vertical motions are independent: horizontally there is no acceleration; vertically the acceleration is . If a projectile is launched with speed at angle above the horizontal, then .
Giving a projectile a horizontal acceleration. With no air resistance the horizontal component of velocity never changes.
Section 2
Equations of motion in components
Velocity components: (constant) and . In vector form, . The speed at any time is , and the direction of motion makes an angle with the horizontal, above it if and below it if . Worked example: thrown horizontally at m s from a m cliff. Vertically , so s; the horizontal distance is m; so the impact speed is m s.
Treat the horizontal and vertical motions separately. Time is the only quantity they share.
Section 3
Time of flight, greatest height and range
For a projectile that starts and ends at the same horizontal level:
- Time of flight: gives .
- Greatest height: at the top , which occurs at (half the flight). Then .
- Range: . For a given the range is greatest when , that is , and then . Example: , : s, m, m.
Using these formulae when the landing point is at a different level from the launch. Go back to with the correct .
Section 4
Deriving the formulae
Questions may ask you to show the results above, so be able to derive them.
- Write and set : . Reject to get .
- Substitute into and use to get .
- Set for the top, or use , to get .
In a 'show that' question, every step must be visible and the final line must match the printed result exactly.
Section 5
Equation of the path
Eliminate using : This is a downward-facing parabola through , which is why the trajectory is a parabola. Use it to find the height at a given horizontal distance, or the horizontal distances at a given height. Example: , (): . Setting gives , so or (the ball is m high on the way up and on the way down).
Writing instead of in the denominator of the path equation.
Section 6
Using the model and its limits
Typical problems: does the ball clear a wall or pole at a given distance? what is the speed and direction at impact? what launch angle gives a particular range? Compare the height at the wall's horizontal distance with the wall's height, and state the conclusion. The model is a simplification. Ignoring air resistance overestimates the range and greatest height; treating the object as a particle ignores spin and its size; assuming constant ignores the small variation of with height and location; and a real wind would add a horizontal force. To improve the model, include air resistance, spin or wind.
When asked how the model affects an answer, give a direction: air resistance means the real range is smaller.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Projectile motion
- A ball is kicked from a point on horizontal ground with speed m s at above the horizontal. Model the ball as a particle moving freely under gravity, with no air resistance. Take m s.Find the horizontal range of the ball, that is, the distance from the kick to where it first lands.2 marks
- A stone is thrown horizontally with speed m s from the top of a vertical cliff, m above the level sea. Model the stone as a particle moving freely under gravity. Take m s.Find the speed of the stone as it enters the sea.2 marks
- A golf ball is hit from a point on horizontal ground with speed m s at an angle above the horizontal, where . Model the ball as a particle moving freely under gravity, in a vertical plane, with no air resistance. Take m s.Find the time of flight of the ball and its horizontal range.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).