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This is an interactive homework problem for introductory physics students relating to motion in two dimensions. Two boys, at a distance 63 meters apart, are playing catch. Given the initial speed and angle of projection of the thrown ball, how far must the catcher move to intercept the ball? A user-activated "help" sequence is provided for each step of the problem-solving, from conceptual analysis through quantitative calculation.  To promote critical thinking, immediate feedback is received for both correct and incorrect responses.  This item is part of a larger collection of interactive homework problems for introductory physics.
Editor's Note: This problem goes well beyond the formulas to help learners separately analyze both the x and y components of motion before they plug in numbers.
Subjects Levels Resource Types
Classical Mechanics
- Motion in Two Dimensions
= 2D Velocity
= Position & Displacement
Education Practices
- Active Learning
= Problem Solving
- High School
- Instructional Material
= Activity
= Best practice
= Tutorial
Appropriate Courses Categories Ratings
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Activity
- Assessment
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Intended User:
Learner
Format:
text/html
Access Rights:
Free access
Restriction:
© 2006 University of Illinois Physics Education Research Group
Keywords:
acceleration, free fall, gravitational acceleration, homework problems, interactive homework, kinematics, projectile motion, velocity
Record Cloner:
Metadata instance created January 26, 2008 by Alea Smith
Record Updated:
November 11, 2014 by Caroline Hall
Last Update
when Cataloged:
June 16, 2006
Other Collections:

### AAAS Benchmark Alignments (2008 Version)

#### 4. The Physical Setting

4F. Motion
• 9-12: 4F/H8. Any object maintains a constant speed and direction of motion unless an unbalanced outside force acts on it.

#### 9. The Mathematical World

9B. Symbolic Relationships
• 9-12: 9B/H2b. Symbolic statements can be combined to look for values of variables that will satisfy all of them at the same time.
• 9-12: 9B/H5. When a relationship is represented in symbols, numbers can be substituted for all but one of the symbols and the possible value of the remaining symbol computed. Sometimes the relationship may be satisfied by one value, sometimes by more than one, and sometimes not at all.

### Common Core State Standards for Mathematics Alignments

#### Standards for Mathematical Practice (K-12)

MP.1 Make sense of problems and persevere in solving them.

#### High School â€” Algebra (9-12)

Seeing Structure in Expressions (9-12)
• A-SSE.1.b Interpret complicated expressions by viewing one or more of their parts as a single entity.
Creating Equations? (9-12)
• A-CED.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
• A-CED.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

### Common Core State Reading Standards for Literacy in Science and Technical Subjects 6â€”12

Craft and Structure (6-12)
• RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11â€”12 texts and topics.
Range of Reading and Level of Text Complexity (6-12)
• RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11â€”CCR text complexity band independently and proficiently.

This resource is part of a Physics Front Topical Unit.

Topic: Kinematics: The Physics of Motion
Unit Title: Motion in More Than One Dimension

This interactive problem goes well beyond the formulas to help learners separately analyze both the horizontal and vertical components of motion in a ball-throwing scenario......before they attempt any math. Great scaffolding is provided from conceptual reasoning through calculation, with immediate feedback for correct and incorrect responses. It also addresses both Math and Language Arts Common Core standards.

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AIP Format
G. Gladding, (University of llinois Physics Education Research Group, Urbana, 2006), WWW Document, (https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball).
AJP/PRST-PER
G. Gladding, Illinois PER Interactive Examples: Thrown Ball (University of llinois Physics Education Research Group, Urbana, 2006), <https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball>.
APA Format
Gladding, G. (2006, June 16). Illinois PER Interactive Examples: Thrown Ball. Retrieved September 9, 2024, from University of llinois Physics Education Research Group: https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball
Chicago Format
Gladding, Gary. Illinois PER Interactive Examples: Thrown Ball. Urbana: University of llinois Physics Education Research Group, June 16, 2006. https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball (accessed 9 September 2024).
MLA Format
Gladding, Gary. Illinois PER Interactive Examples: Thrown Ball. Urbana: University of llinois Physics Education Research Group, 2006. 16 June 2006. 9 Sep. 2024 <https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball>.
BibTeX Export Format
@misc{ Author = "Gary Gladding", Title = {Illinois PER Interactive Examples: Thrown Ball}, Publisher = {University of llinois Physics Education Research Group}, Volume = {2024}, Number = {9 September 2024}, Month = {June 16, 2006}, Year = {2006} }
Refer Export Format

%A Gary Gladding %T Illinois PER Interactive Examples: Thrown Ball %D June 16, 2006 %I University of llinois Physics Education Research Group %C Urbana %U https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball %O text/html

EndNote Export Format

%0 Electronic Source %A Gladding, Gary %D June 16, 2006 %T Illinois PER Interactive Examples: Thrown Ball %I University of llinois Physics Education Research Group %V 2024 %N 9 September 2024 %8 June 16, 2006 %9 text/html %U https://per.physics.illinois.edu/per/IE/ie.pl?phys111/ie/02/IE_thrown_ball

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The AIP Style presented is based on information from the AIP Style Manual.

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