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A simple solution for maximum range of projectile motion

Bons Bui Citation: The Physics Teacher 51, 52 (2013); doi: 10.1119/1.4772041 View online: http://dx.doi.org/10.1119/1.4772041 View Table of Contents: http://scitation.aip.org/content/aapt/journal/tpt/51/1?ver=pdfcov Published by the American Association of Physics Teachers

This article is copyrighted as indicated in the abstract. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP: 193.146.96.26 On: Sat, 02 Nov 2013 18:59:37

Trick of the Trade

A simple solution for maximum range of projectile motion


Boris Buic, boris_busic@yahoo.com
fair amount of effort has been spent on the formulation of a simple, preferably noncalculusbased, solution for the maximum range, Rmax, of the projectile fired with speed v0 from an elevation y0. Here is a solution along the lines of the textbook treatment of the projectile motion. If the projectile is fired from the point (x0 = 0, y0) at an angle with respect to the x-axis, its trajectory is described by (1) With the observation that the projectile hits the ground at y = 0, the relation between the firing angle and the range of the projectile, R = x (y = 0), is given by

from which one may recognize that the square of the range is a quadratic function of (R tan ), (3)

This observation solves the problem since the parabola R2 (R tan ) has the maximum at (4)

.
Thus the range of the projectile is maximum for the firing angle

(5)

(6)

(7)

(2)
DOI: 10.1119/1.4772041

The 2013 Nationwide Survey of High School Physics Teachers


The data we report on in this column come from the Nationwide Survey of High School Physics Teachers. Since 1987, the American Institute of Physics (AIP) and the American Association of Physics Teachers (AAPT) have sponsored the High School Teacher Survey. Prior to our initial study, much of the previous literature focusing on high school physics employed anecdotal evidence or qualitative surveys for curriculum reviews or explorations of teachers experiences and pedagogical techniques. As a direct response to this dearth of data, the Nationwide Survey of High School Physics Teachers was initiated in 1986-87 to answer questions about the number of teachers teaching physics, the educational background of these teachers, the number of students enrolled in physics, the variety of physics classes being offered, the demographics of the students and teachers, the textbooks being used, and the number of high schools offering physics regularly. Since the beginning of this study, we have surveyed both public and private high schools in the United States. The results of our study provide the definitive data about physics in U.S. high schools. The initial survey was conducted during the 1986-87 school year. The second was completed during 1989-90. Beginning with the 1992-93 survey, we have conducted the survey every four years. The 2012-13 survey will be the eighth in the series. Thus, we have a rich history of physics teaching in U.S. high schools.
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In the February issue, we will look at sources physics teachers can use to answer their questions about physics content. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.
DOI: 10.1119/1.4772042

This article is copyrighted as indicated in the abstract. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP: 193.146.96.26 On: Sat, 02 Nov 2013 18:59:37

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THE PHYSICS TEACHER Vol. 51, JANUARY 2013

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