Free Fall Model

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Free Fall Model

written by Andrew Duffy

The Free Fall model allows the user to examine the motion of an object in freefall. This is simply one-dimensional motion (vertical motion) under the influence of gravity.

The Free Fall model was created using the Easy Java Simulations (EJS) modeling tool. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_bu_freefall.jar file will run the program if Java is installed.

Please note that this resource requires at least version 1.5 of Java (JRE).

.jar

download 2107kb .jar
Last Modified: June 6, 2014
previous versions

1 source code document is available

Subjects	Levels	Resource Types
Classical Mechanics - Motion in One Dimension = Acceleration = Gravitational Acceleration = Position & Displacement = Velocity	- Lower Undergraduate - High School - Middle School - Upper Undergraduate	- Instructional Material = Curriculum support = Interactive Simulation - Audio/Visual = Movie/Animation

Intended Users	Formats	Ratings
- Learners - Educators	- application/java	Currently 4.8/5 Rated 4.8 stars by 4 people Want to rate this material? Login here!

Mirror:: http://physics.bu.edu/~duffy/Ejs/…
Access Rights:: Free access
License:: This material is released under a GNU General Public License Version 3 license.
Rights Holder:: Andrew Duffy, Boston University
Keywords:: EJS, Easy Java Simulations, acceleration, free fall, free fall simulation, gravity, position, position vs. time, velocity, velocity vs. time
Record Cloner:: Metadata instance created April 27, 2010 by Mario Belloni
Record Updated:: March 8, 2016 by wee lookang
Last Update when Cataloged:: April 16, 2010
Other Collections:: The Physics Front

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Next Generation Science Standards

Crosscutting Concepts (K-12)

Patterns (K-12)

Graphs and charts can be used to identify patterns in data. (6-8)

NGSS Science and Engineering Practices (K-12)

Analyzing and Interpreting Data (K-12)

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
- Analyze data using computational models in order to make valid and reliable scientific claims. (9-12)

Developing and Using Models (K-12)

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
- Develop and use a model to describe phenomena. (6-8)
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)
- Create or revise a simulation of a phenomenon, designed device, process, or system. (9-12)
- Use mathematical or computational representations of phenomena to describe explanations. (9-12)

NGSS Nature of Science Standards (K-12)

Analyzing and Interpreting Data (K-12)

Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)

Developing and Using Models (K-12)

Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
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)

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)

AAAS Benchmark Alignments (2008 Version)

4. The Physical Setting

4B. The Earth

6-8: 4B/M3. Everything on or anywhere near the earth is pulled toward the earth's center by gravitational force.

4G. Forces of Nature

9-12: 4G/H1. Gravitational force is an attraction between masses. The strength of the force is proportional to the masses and weakens rapidly with increasing distance between them.

11. Common Themes

11B. Models

6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.

Common Core State Standards for Mathematics Alignments

Standards for Mathematical Practice (K-12)

MP.4 Model with mathematics.

High School — Algebra (9-12)

Creating Equations^? (9-12)

A-CED.1 Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Reasoning with Equations and Inequalities (9-12)

A-REI.3 Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

High School — Functions (9-12)

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

F-LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.

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Record Link

<a href="https://www.compadre.org/portal/items/detail.cfm?ID=10001">Duffy, Andrew. "Free Fall Model."</a>

AIP Format

A. Duffy, Computer Program FREE FALL MODEL (2010), WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639).

AJP/PRST-PER

A. Duffy, Computer Program FREE FALL MODEL (2010), <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639>.

APA Format

Duffy, A. (2010). Free Fall Model [Computer software]. Retrieved December 13, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639

Chicago Format

Duffy, Andrew. "Free Fall Model." https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639 (accessed 13 December 2024).

MLA Format

Duffy, Andrew. Free Fall Model. Computer software. 2010. Java (JRE) 1.5. 13 Dec. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639>.

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@misc{ Author = "Andrew Duffy", Title = {Free Fall Model}, Month = {April}, Year = {2010} }

Refer Export Format

%A Andrew Duffy %T Free Fall Model %D April 16, 2010 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639 %O application/java

EndNote Export Format

%0 Computer Program %A Duffy, Andrew %D April 16, 2010 %T Free Fall Model %8 April 16, 2010 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=10001&DocID=1639

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Citation Source Information

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

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