Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can explain how any vector can be replaced by two perpendicular components, and draw the right-angled triangle that links them. (Guide: “Resolving a vector into components”, Figure 1)
- I can explain why I may choose any pair of perpendicular axes, and pick the pair that makes a problem simplest. (Guide: “Choosing a coordinate system”)
- I can explain why the horizontal and vertical motions of a projectile are independent, and say what the two share. (Guide: “Motion in two dimensions”, Figure 2)
- I can state the acceleration components of a projectile with +y up: a_x = 0 and a_y = −g. (Guide: “Projectile motion”; Practice Q2)
Skills
- I can resolve a vector into components with sin and cos, including when the angle is given from the y-axis. (Guide: the warning about cos and sin; Practice Q1, Q4)
- I can find a vector’s size and direction from its components and choose the correct quadrant from a sketch. (Guide: “Rebuilding a vector from its components”)
- I can add two displacements by components and give the resultant as a size and a direction. (Guide: Worked example 1; Practice Q4)
- I can solve a horizontal-launch problem: time from the height, then distance and final velocity. (Guide: Worked example 2; Practice Q5)
- I can solve an angled-launch problem on level ground: time to the top, maximum height, time of flight and range. (Guide: Worked example 3; Practice Q7)
- I can turn launch data into a straight-line graph by plotting distance against √h and use the slope. (Guide: “Planning a launch experiment”; Practice Q6)
Reasoning
- I can predict how fall time and range change when the launch speed or height is multiplied by a factor. (Guide: “Predicting changes without starting again”; Practice Q3)
- I can explain why a projectile at the top of its path has non-zero velocity and non-zero acceleration. (Guide: Worked example 3; Practice Q2)
- I can derive the range on level ground in symbols and use it to explain why complementary angles give the same range. (Practice Q7)
All ticked? You have finished this unit. Move on to Unit 2, Force and Translational Dynamics, starting with Topic 2.1, Systems and Center of Mass, or return to the course roadmap.