Beach Ball and Tennis Ball- Physics for Sports.
Explore Intro Page as an interactive EJS simulation for Physicaleducation.
1. Watch or Launch
Launch the Interactive
Open the simulation, adjust the controls, and compare what changes on screen before answering the concept-check questions.
2. Big Ideas
What Students Can Learn
- Identify drag as a force opposite relative motion through air.
- Connect increasing speed to increasing drag in common models.
- Recognise terminal velocity as zero resultant force, not zero velocity.
- Compare motion with and without air resistance.
Guiding Question
When does the object stop accelerating even though it is still moving?
3. Try the Investigation
Start Without Strong Drag
Observe the motion when air resistance is small or absent.
Increase Drag Conditions
Change drag-related settings such as speed, area, or coefficient if available.
Look for Terminal Motion
Use the velocity or acceleration display to find when acceleration approaches zero.
Explain the Balance
Connect terminal velocity to drag balancing the driving force or weight.
4. Teacher Notes
Lesson Use
Use this to challenge the idea that a moving object must have a resultant force in the direction of motion.
Discussion Prompts
Ask: Why can velocity be non-zero when acceleration is zero? What force grows with speed?
Teaching Moves
Have students describe forces first, then motion, so terminal velocity becomes a force-balance idea.
5. Concept Check
These questions are generated from the topic and the concept illustrated by the simulation. Use them after students have explored the model.
Concept Score
Correct first attempts build a streak and unlock higher point multipliers on this device.
1. What direction does air resistance act on a moving object?
2. What is terminal velocity?
3. Why can drag increase during a fall?
4. At terminal velocity, what is the acceleration?
5. Why compare with and without air resistance?
Expert Challenge
Unlocks after 3 correct concept-check answers on this page.
1. At the highest point of an ideal projectile path, which statement is most precise?
2. Why can horizontal and vertical projectile motion be analysed separately?
3. A student says the projectile needs a forward force throughout flight because it keeps moving forward. What is the best feedback?
4. Two projectiles are launched at the same speed, one at 30 degrees and one at 60 degrees. What should students compare?
5. What is the best evidence that air resistance is affecting a projectile model?
7. Learning Pulse
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