The Physics of a Basketball Freethrow
Teaching You How to Play One of America's Favorite Sports, the Right Way
Our task was to investigate the question of: "How can we improve our understanding of and performance in sports by applying physics?" We were asked to choose a sport action, reaserch and anylyze the action, and then describe every concept in that action. We were then instructed to storyboard and script a video to explain the action and the physics behind it. We were then to film and edit the vido. Here is what we did.
A Freethrow
If it is worth doing, it is worth doing well.
-Philip Stanhope, 4th Earl of Chesterfield
-Philip Stanhope, 4th Earl of Chesterfield
What Does It All Mean?
Momentum |
Force of Impact |
Momentum, represented in the physics world with a P, equates to how much an object wants to keep going, and once in motion, how much it wants to stop. Momentum can be found using the equation p=mv, with m being mass and v being velocity. Momentum is measred in kg*m/s
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MV = FT. This, translated into English, is Mass times Velocity equals Force times time. Using this, we can find the force of impact on something. Finding the mass of the object and how fast it travels on and off impact provides the left side of the equation. Time is the time of impact. This can find us the impact force of an object.
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Impulse |
Vectors |
Impulse is represented by the variable J, and is the amount of shove. This means how long and forcefully something is impacted. The equation for Impulse is the J=Ft, and is measured in N*s, with N being Newtons. As an important note, Momentum equals Impulse, making it easy for our calculations.
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The Vector diagram shown in the video can help explain how they illustrate the forces acting on an object. By finding the horizontal and vertical velocity, we can find the velocity of an object in its actual path by using the Pythagorean Theorem.
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My first impressions going into the project was that I would be a hindrance to my group, given the fact that I have next to no experience with any relevant sport. However, I soon found that was simply not true. Besides being able to facilitate the process of designing and producing our video, I was able to greatly aide my group by doing most of the physics calculations. My contribution, I believe, helped my group in a substantial way. My group however, did not lack in their efforts either. Besides bringing to the table their obvious talent in the world of sports, my group mates brought together the worlds of the visual arts, music, and countless other disciplines. As I look back at this project, I will see it as evidence that students from a spectrum of backgrounds can come together and work on something, and that something will have a little bit of everyone in it.