Title of Unit
Curriculum Area
Developed By
Two-Dimensional Motion & Vectors
Physics
Shelly Gould Burgess
Grade Level
Time Frame
11 & 12
3 weeks
Identify Desired Results (Stage 1)
Content Standards
By the end of the unit, students will be able to…
1. distinguish between one-dimensional, two-dimensional, and three-dimensional motion.
2. distinguish between vectors and scalars.
3. identify and generate examples of vectors and scalars.
4. create vector diagrams.
5. distinguish between component and resultant vectors
6. perform vector addition to determine the resultant vector when given the component vectors.
7. interpret projectile motion as the combination of horizontal motion and free fall.
8. distinguish between the characteristics of the vertical and horizontal dimensions of objects traveling in projectile motion, both
in and out of air resistance.
9. apply the kinematic equations to solve problems involving horizontally-launched projectile motion (horizontal range, time,
height, initial and final velocities.)
10. interpret the motion of satellites in terms of projectile motion.
Ohio Standards:
Projectile Motion
When an object has both horizontal and vertical components of motion, as in a projectile, the components act independently of each other. For a projectile
in the absence of air resistance, this means that horizontally, the projectile will continue to travel at constant speed just like it would if there were no vertical
motion. Likewise, vertically the object will accelerate just as it would without any horizontal motion. Problem solving will be limited to solving for the range,
time, initial height, initial velocity or final velocity of horizontally launched projectiles with negligible air resistance. While it is not inappropriate to explore
more complex projectile problems, it must not be done at the expense of other parts of the curriculum.
Understandings
Overarching Understanding
Students will be able to analyze two-dimensional motion
such as projectiles by using vectors.
Essential Questions
Overarching
 How can we represent twodimensional motion using
mathematical models?
Related Misconceptions
 Vectors can only represent displacement.
 A horizontally-launched projectile will hit the ground later
than a similar object that drops vertically from the same
height.
 Satellites orbit simply because of gravity or because they
have engines propelling them.
How can we interpret and predict
the motion of objects traveling in
projectile paths?
Topical
 What’s the difference between one-dimensional,
two-dimensional, and three-dimensional motion?
 What’s the difference between vectors and
scalars, and when would we use each?
 What are some examples of vector and scalar
values?
 How can we represent motion using vectors
diagrams?
 What are component and resultant vectors?
 How do we use vector addition to determine the
resultant vector when given the component
vectors?
 How can we interpret and distinguish between
the characteristics of the vertical and horizontal
dimensions of objects traveling in projectile
motion, both in and out of air resistance?
 How can we solve problems involving
horizontally-launched projectile motion by
applying the kinematic equations?
 How does satellite motion relate to projectile
motion?
Knowledge
Skills
Students will know…
Students will be able to…
● measure, calculate, analyze, interpret, and describe two-dimensional
 the difference between one-dimensional and two-dimensional motion.
motion, including horizontally-launched projectiles, using vectors.
 the difference between vectors and scalars.
 the difference between components and resultants.
 projectile motion results when objects moving horizontally simultaneously
fall due to gravity.
 the horizontal and vertical components of projectile motion are
independent.
 satellite orbits follow projectile paths, and if the horizontal component of
the satellite’s velocity is too slow or too fast, the satellite will cease to orbit.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Lesson 1 – Vectors, Scalars, and Vector Addition
I. Objective: Students will be able to…
1. distinguish between one-dimensional, two-dimensional, and three-dimensional motion.
2. distinguish between vectors and scalars.
3. identify and generate examples of vectors and scalars.
4. create vector diagrams.
5. distinguish between component and resultant vectors
6. perform vector addition to determine the resultant vector when given the component vectors.
II. Materials:  none
III. Procedure:
A. Hook: Mythbusters video clip (bullet drop/shoot)
B. Notes and activities:
1. Students will work through pages 2-3 of notes on their own and create evidence of their work
2. Class discussion of these pages.
C. Notes and activities:
1. Students will work through page 4 of notes on their own and create evidence of their work
2. Class discussion of this page and notes pages 5-6
D. Trigonometry Review: page 7 of notes
E. Notes and activities: Students will work through page 7 on their own or as a group with ActivExpressions
IV. Evaluation: Homework 1, evidence of Activboard work, performance on discovery activity, small- and large-group discussion, quiz,
portfolio
Lesson 2 – Projectile Motion
I. Objective: Students will…
7. interpret projectile motion as the combination of horizontal motion and free fall.
8. distinguish between the characteristics of the vertical and horizontal dimensions of objects traveling in projectile motion, both in
and out of air resistance.
9. apply the kinematic equations to solve problems involving horizontally-launched projectile motion (horizontal range, time, height,
initial and final velocities.)
II. Materials:  materials for lab, ActivExpressions
III. Procedure:
A. Notes and activities:
1. Students will work through page 10 - 12 of notes on their own and create evidence of their work, being analyze the web
links in detail
2. Class discussion of these pages.
B. Projectile diagrams practice sheet
1. Students collaborate to complete pages 1, 2, & 3.
2. Class discussion of these pages (flipchart ages 13-15)
D. ActivExpressions pages 16-17
E. Additional practice as needed
F. Projectile Lab
IV. Evaluation: Homework 2, evidence of Activboard work, small- and large-group discussion, quizzes, performance on labs and practice
sheet, portfolio
Lesson 3 – Satellite Motion
I. Objective: Sudents will…
10. interpret the motion of satellites in terms of projectile motion.
II. Materials:  none
III. Procedure: Students will work through pages 20 of notes on their own and create evidence of their work followed by a class discussion of
these pages.
IV. Evaluation: Homework 3, evidence of Activboard work, small- and large- group discussion, portfolio