This applet demonstrates projectile motion. You can set the initial speed, height, and mass of the projectile, the initial angle of the velocity, and the gravitation constant and then you can see the resulting motion. Display options available include the velocity, acceleration, and potential and kinetic energies.

This is part of a large collection of physics applets available in a wide range of languages.

Please note that this resource requires
at least version 1.4.2 of
Java.

9-12: 2B/H3. Mathematics provides a precise language to describe objects and events and the relationships among them. In addition, mathematics provides tools for solving problems, analyzing data, and making logical arguments.

4. The Physical Setting

4F. Motion

6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.

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/H4. Tables, graphs, and symbols are alternative ways of representing data and relationships that can be translated from one to another.

11. Common Themes

11B. Models

6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.

9-12: 11B/H1a. A mathematical model uses rules and relationships to describe and predict objects and events in the real world.

Next Generation Science Standards

Motion and Stability: Forces and Interactions (HS-PS2)

Students who demonstrate understanding can: (9-12)

Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. (HS-PS2-1)

Science and Engineering Practices (K-12)

Developing and Using Models (K-12)

Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)

Use a model to provide mechanistic accounts of phenomena. (9-12)

Using Mathematics and Computational Thinking (5-12)

Mathematical and computational thinking at the 9–12 level builds on K–8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions. (9-12)

Use mathematical representations of phenomena to describe explanations. (9-12)

Common Core State Standards for Mathematics Alignments

Standards for Mathematical Practice (K-12)

MP.2 Reason abstractly and quantitatively.

MP.4 Model with mathematics.

High School — Functions (9-12)

Interpreting Functions (9-12)

F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

Linear, Quadratic, and Exponential Models^{?} (9-12)

F-LE.1.c Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.

Fendt, W. (2002, December 27). Walter Fendt Physics Applets: Projectile Motion. Retrieved April 17, 2014, from http://www.walter-fendt.de/ph14e/projectile.htm

%0 Electronic Source %A Fendt, Walter %D December 27, 2002 %T Walter Fendt Physics Applets: Projectile Motion %V 2014 %N 17 April 2014 %8 December 27, 2002 %9 application/java %U http://www.walter-fendt.de/ph14e/projectile.htm

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