Projectile Motion

Purpose of the study: This study aimed to develop, evaluate, and implement a 3D-printed Projectile Demonstrator (3D-PPD) as an instructional tool for projectile motion, and analyze its implications on students' conceptual understanding of projectile motion (CUPM) and attitudes toward physics (ATP). Methodology: The study employed a developmental and quasi-experimental research design. The 3D-PPD was designed using AutoCAD for 3D modeling and printed using a Bambu Lab X1 Carbon with AMS multicolor 3D printer. Research tools included survey and test questionnaires, an evaluation rating sheet, and a weekly learning plan. Statistical tests such as inferential statistics were performed using Jamovi software. Main Findings: The 3D-PPD received "very satisfactory" ratings in design (M = 3.62, SD = 0.27), instructional quality (M = 3.53, SD = 0.36), and costbenefit (M = 3.40, SD = 0.38). It significantly improved students' CUPM (p < 0.05, d = 0.90) but showed no significant improvement in ATP (p = 0.294, d = 0.43). Furthermore, the correlation analysis between CUPM and ATP after exposure to the 3D-PPD yielded a p-value of 0.818, indicating a statistically insignificant relationship. Novelty/Originality of this study: This study pioneers the development of an instructional tool through 3D printing, recognizing how modern fabrication technologies can concretize abstract physics concepts and offer scalable solutions to instructional material gaps in physics education. It also offers a significant insight into distinct students' learning dimensions which emphasizes the need for contextualized support to inform future instructional design and research.

The integration of innovative teaching methods in Social Science education was crucial for enhancing student engagement and improving learning outcomes. This study examined the strategies employed by Social Science teachers to maintain engaging and effective instruction, while also identifying challenges such as insufficient resources and limited access to professional development opportunities. Additionally, it explored teachers' perceptions of the effectiveness of their instructional approaches in sustaining student interest and improving academic performance (Tomlinson, 2022; Gibbons & Borders, 2021). Using a descriptive quantitative research design, the study investigated the teaching practices of Social Science educators in public secondary schools within the Division of Tanauan. A purposive-convenience sampling method was used to select 8 teachers from a population of 50. Results indicated a strong positive relationship between the effectiveness of experiential learning and technology-based teaching strategies. Based on these findings, the study recommended the development of a technology-focused training program to address teachers' needs, ranging from creating interactive presentations to dynamic assessments. Additionally, it suggested mentoring programs where more technologically advanced teachers could support their peers. Collaboration across schools was encouraged to promote research on technology-enhanced teaching methods. Further research was needed to identify commonly used educational technologies to inform the development of targeted training and resource programs.

Parabolic motion is a physics learning material that requires experimentation for its application, so that in the era of the Revolution 4.0 requires something to innovate, so technological progress is very much needed. Experiments using virtual labs are one example of physics learning that is relevant to the current situation. The aim is to determine the use of PhET as an alternative to laboratory space and to study the concept of parabolic motion material theoretically, as well as mathematically to calculate the maximum height, farthest distance with the influence of mass, initial velocity and changes in elevation angles in parabolic motion material. In obtaining data according to research objectives, experimental techniques, observation and documentation were used. The instrument used is a &quot;Projectile Motion&quot; PhET simulation with the objectives to be achieved. Data analysis was carried out in a descriptive qualitative manner. The results showed that using PhET simulation...

The Open High School Program is a flexible learning initiative in the Philippines for students who cannot attend regular classes. This research examined the approaches and difficulties encountered by math educators within this program. Two OHSP mathematics teachers participated in the study using one-on-one interviews, focus group discussions, and classroom observations, which were carried out at a fourstory, community-centered, and accessible private school in Iligan City that provides diverse and non-traditional students within the OHSP. Key instructional practices were identified through thematic analysis. These included emphasizing the basic mathematical foundations, contextualizing and simplifying instruction in the local language, providing supplementary learning materials, teaching step-by-step with visual aids, utilizing a variety of assessment strategies, and regular feedback and consultations were designed for the flexible nature of the OHSP. However, significant challenges emerged, including insufficient instructional time, varied student learning levels, and the need to accommodate diverse life circumstances. Teachers also reported that irregular access to learning materials, difficulty monitoring student progress, student attendance, and participation issues made it difficult to keep students interested in mathematics. To improve mathematics instruction in adaptable learning environments, the results highlight the significance of responsive teaching strategies and systematic support to strengthen mathematics education in flexible learning environments. Furthermore, this study contributed to the limited literature on mathematics education in alternative education programs like the OHSP by offering useful insights for improving curriculum design, teacher training, learning materials or modules, and learner support in remote learning environments.

The study focuses on Physics Education Technology simulation-aided lessons and demonstrations as approach to enrich students&#39; understanding about sound and the utilization of developed enrichment activities as instructional materials to address least learned competency in physics education. There were two groups (control and treatment) exposed to teaching-learning engagements. The control group was exposed to traditional method while the treatment group was exposed to PhET simulations and PhET- aided developed enrichment activities. Results showed that the PhET- aided developed enrichment activities are usable, acceptable and could be used as instructional materials based on the evaluation of public secondary physics teachers. Furthermore, there exists homogeneity between two groups. Although both groups have gained significantly in their post achievement tests, the treatment group had a bigger increase as compared with the control group. It implied that learning is best achieve...

The motion of a particle which is projected into a resistant medium and subjected to a uniform gravitational ÿeld is considered. The drag force that acts upon the particle within the medium is proportional to the particle speed squared. The problem is formulated in terms of particle-speed and local-path-angle variables, and the equations of motion that result are non-linear and coupled. An exact solution to these equations can be obtained but involves quadratures which cannot be analytically evaluated in terms of standard functions. An approximate solution that is remarkably accurate is presented. This solution is based upon the so-called cubic law, which is motivated by certain properties of the exact solution. This solution is also utilized to obtain estimates for the maximum projectile range, optimal projection angle, and other quantities of interest related to the particle motion.

This study aims to evaluate the effectiveness of the STAD (Student Teams-Achievement Divisions) cooperative learning model in enhancing students' understanding of electrical circuit concepts in the Electrical Engineering Education Study Program. The research method employed was an experimental design with a pretest-posttest approach involving 56 respondents divided into two groups: an experimental group applying the STAD model and a control group using conventional learning methods. Data were collected through pretests and posttests and analyzed using Jamovi 2022 software. The results indicate that the average score of the experimental group increased from 8.96 in the pretest to 13.7 in the posttest, with a significant effect size of-4.05. These findings suggest that the implementation of the STAD model not only improves student learning outcomes but also fosters collaboration and interaction among students. Therefore, it is recommended that the STAD cooperative learning model with structured tasks be more widely adopted to enhance conceptual understanding of Electrical Circuits.

This paper investigates the trajectory of a projectile launched from a point on a ramp inclined at an arbitrary angle to the horizontal, subject only to the force of gravity and ideal elastic collisions with the ramp. We demonstrate that under these conditions, it is impossible for the projectile to spontaneously (without the aid of an external agency) retrace its path. We substantiate this result by showing that the result of more than one angle of reflection that reflects the projectile to its source leads to breaking symmetry and is therefore untenable.

This research aims to evaluate how physics education students respond to the use of tracker software in the implementation of physics laboratory experiments covering projectile motion. The study was conducted in the physics laboratory at the Universitas Kristen Indonesia Toraja (UKI Toraja) and involved 10 (ten) physics education students. Research data were obtained through questionnaires and analyzed quantitatively by calculating percentages. The utilization of tracker software in the implementation of projectile motion experiments enables students to easily observe and analyze the phenomenon of projectile motion. Students feel that experiments on projectile motion using tracker software are relatively straightforward to understand and learn. The results of student responses to the implementation of physics laboratory experiments involving tracker software in projectile motion show an approval rate of 64.4%. Therefore, it can be concluded that students exhibit a positive response and agree with the use of tracker software in physics laboratory experiments.

This study attempts to link the clay soil in the locality to the topic of heat transfer as a contextualization point. It attempted to slightly modify the seven-step science, technology, engineering, and mathematics (STEM) lesson by having the part of the prototyping be first tried by the teacher, thereby having a change-of-hat to anticipate the ‘what if’ questions of the students. The teacher-researcher experimentation provided critical information to scaffold the students in the prototyping part. The evaluation of experts shows that the modified STEM lesson can be an excellent tool and the vodcast has been found to be a very satisfactory component of the STEM lesson. It is described as a very useful material in teaching heat transfer and related thermodynamics concepts and is highly recommended for use in both distance learning and face-to-face modality. Further, the clay oven exploration has come up with a refined clay oven production process, wherein the clay oven prototype has the capacity for the contextualization of heat transfer. It is recommended that a formal implementation be conducted to refine and standardize the lesson delivery.

Περίληψη_ Ιωάννης Παπαχρήστου | Η κίνηση των ριπτουμένων σωμάτων στον Αλέξανδρο Αφροδισιέα και στον Ιωάννη Φιλόπονο.
Στις παρεκβάσεις για τον τόπο και το κενό που συναντάμε στο υπόμνημα του Ιωάννη Φιλόπονου στα Φυσικά του Αριστοτέλη οι πηγές αλλά και οι αντίπαλοί του παραμένουν στη σκιά της ανωνυμίας και συχνά οι σύγχρονοι μελετητές επιδίδονται σε μια προσπάθεια αποκάλυψής τους. Η παράφραση του Θεμίστιου στα Φυσικά του Αριστοτέλη αποτελεί πολύτιμο βοηθό στο να ξεδιαλύνουμε αρκετές από τις πηγές και τους στόχους του Φιλόπονου σχετικά με τη θεωρία του για τον τόπο και την κίνηση των σωμάτων. Η παρούσα μελέτη εμβαθύνει στην αναζήτηση των συνομιλητών του Φιλόπονου γύρω από το ζήτημα της κίνησης των ριπτουμένων σωμάτων, που τον οδήγησε στη διατύπωση της έννοιας της εντυπωμένης κινητικής δύναμης στα σώματα (ευρύτερα γνωστής με τον λατινικό όρο impetus). Συγκεκριμένα επικεντρώνεται στον σημαίνοντα ρόλο της Περιπατητικής παράδοσης, ιδίως του Αλέξανδρου Αφροδισιέα και του Θεμίστιου, για τον σχηματισμό της θεωρίας της εντυπωμένης κινητικής δύναμης του Ιωάννη Φιλόπονου.

This study was a Research and Development (R&D) Design. It is concerned with the development and validation of an Interactive Learning Earth Science module based on the Kto12 curriculum of grade 8. Two groups were selected from the heterogeneous sections of Grade 8 in Atlu-Bola High School during the school year 2023-2024. They were used in this study as subjects. They were randomly arranged into experimental and control groups Traditional, or discussion methods were used in both the experimental group and the control group. The only difference was that the experimental group was exposed with the use of the developed module. The t-test was used to determine whether there would be a difference between the scores of the control and experimental groups in the pre-test and post-test. It was found that the students in the experimental group performed better than the traditional method. This implies that the interactive learning module was effective in teaching Earth Science. The results of this study clearly show that the developed module is a tool in increasing students' academic performance. This study may be adopted by other teachers in the field to improve their teaching methodology. This module also suits the way of learning of the 21st century learners. This study would support interactive instructional material in teaching Science inside the classroom.

Projectile motion is a common phenomenon that is used in introductory physics courses to help students understand motion in two dimensions. Authors have shared a range of ideas for teaching this concept and the associated kinematics in The Physics Teacher; however, the “Hoop Challenge” is a new setup not before described in TPT. In this article an experiment is illustrated to explore projectile motion in a fun and challenging manner that has been used with both high school and university students. With a few simple materials, students have a vested interest in being able to calculate the height of the projectile at a given distance from its launch site. They also have an exciting visual demonstration of projectile motion when the lab is over.

In this paper we propose a fractional differential equation describing the behavior of a two dimensional projectile in a resisting medium. In order to maintain the dimensionality of the physical quantities in the system, an auxiliary parameter k was introduced in the derivative operator. This parameter has a dimension of inverse of seconds (sec)−1 and characterizes the existence of fractional time components in the given system. It will be shown that the trajectories of the projectile at different values of γ and different fixed values of velocity v 0 and angle θ, in the fractional approach, are always less than the classical one, unlike the results obtained in other studies. All the results obtained in the ordinary case may be obtained from the fractional case when γ = 1.

En las practicas de modelacion de Galileo se develan diversas herramientas, una de ellas es la parabola. Esta herramienta es utilizada con diferentes intenciones, en varios procedimientos y argumentos, configurando, asi, las parabolas de Galileo. El estudio de estas parabolas es el centro de este laboratorio. Nos restringimos al estudio de la parabola de Apolonio, la parabola como la trayectoria de un proyectil y la parabola como la relacion entre tiempos y espacios recorridos por una esfera en un plano inclinado. Se propone a los participantes del laboratorio reproduzcan practicas semejantes a las que Galileo ejercio utilizando simulaciones digitales para multiples dispositivos electronicos. Con base en los folios originales de Galileo y las producciones de los participantes analizamos las parabolas como herramientas para la modelacion. La perspectiva teorica que soporta este trabajo es la socioepistemologia.

This study attempts to link the clay soil in the locality to the topic of heat
transfer as a contextualization point. It attempted to slightly modify the
seven-step science, technology, engineering, and mathematics (STEM)
lesson by having the part of the prototyping be first tried by the teacher,
thereby having a change-of-hat to anticipate the ‘what if’ questions of the
students. The teacher-researcher experimentation provided critical
information to scaffold the students in the prototyping part. The evaluation
of experts shows that the modified STEM lesson can be an excellent tool and
the vodcast has been found to be a very satisfactory component of the STEM
lesson. It is described as a very useful material in teaching heat transfer and
related thermodynamics concepts and is highly recommended for use in both
distance learning and face-to-face modality. Further, the clay oven
exploration has come up with a refined clay oven production process,
wherein the clay oven prototype has the capacity for the contextualization of
heat transfer. It is recommended that a formal implementation be conducted
to refine and standardize the lesson delivery.

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs' effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs' effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.

Aerodynamic Flight Dynamics Framework (AFDF)

The Aerodynamic Flight Dynamics Framework (AFDF) offers a comprehensive set of equations for analyzing the motion of objects under the influence of both gravity and air resistance. This framework extends classical projectile motion theory by accounting for air drag, an essential factor in real-world applications like aerodynamics, ballistics, and aerospace engineering.

Parabolic motion is one of the teaching materials studied by senior high school students where they are commonly tough through conventional teaching. The objectives of this study were to develop a projectile launcher to help students studying parabolic motion. A development model of Richey,dkk was adopted in this study. The product was validated by experts and used in a small group of students. It was then used in a real classroom teaching in which the projectile launcher was used and maximum stance were measured. The theoretical calculation and measured stance were compared to show the student the usefulness of the product. The result showed that the projectile launcher developed in this study can be used for of parabolic motion study and improve student achievement.

This article presents a detailed examination of projectile motion, exploring its various types and their fundamental role within the broader framework of classical mechanics. Projectile motion, characterized by the curved trajectories of objects under the influence of gravity, is a fundamental concept in classical mechanics and objects in free flight. This study delves into both human-propelled and mechanically-launched projectiles—such as thrown objects, arrows, bullets, and artillery shells—exploring how kinematic equations, air resistance, and gravitational forces govern their behavior. By integrating the analysis of motion with key theoretical physics principles, including energy conservation, Newton’s laws, and the influence of external forces, this article highlights the interdependence of projectile motion with notable physics problems. The discussion extends to the applications of these principles in diverse fields such as engineering, military technology, and sports, offering a holistic view of how the theoretical framework of physics guides real-world problem-solving. This comprehensive examination illustrates the broad relevance of projectile motion in both academic and practical contexts, positioning it as a cornerstone for understanding complex systems in physics.

The study was aimed at improving secondary school Physics students' computational dexterity using the Means-End Analysis (MEA) in solving problems in projectile motion. Two research questions were raised and answered while two hypotheses were formulated and tested. Quasiexperimental design specifically, the pre-test, post-test experimental and control group method was adopted for the study. Using the purposive sampling technique, 93 SS2 Physics students were selected in public secondary schools in Port Harcourt Local Government Area, Rivers State. Data collecting instrument was Projectile Motion Performance Test with a reliability index of r = 0.78. Data obtained for the study were analyzed using mean and standard deviation while while Analysis of Covariance and Scheff's Post Hoc analysis was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that there was better improvement of students' computational dexterity when solving problems in projectile using the Means-End Analysis than the Conventional Instructional Method. This is also evident by the Ho 1 , F (1,90) = 124.483 and p = 0.00 < ∝ = 0.05. The study also indicated that male students improved in their computational dexterity in projectile motion than their female counterparts across both groups employed for the study, while Ho 2 showed that there is no significant difference between male and female students mean performance scores exposed to Means-End Analysis (MEA) approach and Conventional Instructional Method (CIM) in improving students' computational dexterity in solving problems in projectile motion in Physics [F (1,88) = 0.035 and p = 0.851 > ∝ = 0.05]. The study recommends that Physics teachers in secondary schools should adopt the Mean-End Analysis approach especially during teaching of topics that are mathematical (like projectile motion) so that students' computational dexterity will be improved.

The motion of any material body after be launched from some point in Earth surface start to follow a trajectory determined by two different interactions, the gravitational attraction and the resistance to his movement caused by the contact with the molecules of the medium in which it travels. Considering that a huge amount of physics problems remains not even mentioned on physics courses due to the requirements of strong mathematical background or computational effort. The authors propose a new and easier approach to introduce the study of complex problems in introductory physics courses, based on neural networks and machine learning. Through one simple example of classical mechanics with artificial intelligence the authors are supposed to contribute with the introduction of new technologies to physics learning.

En las practicas de modelacion de Galileo se develan diversas herramientas, una de ellas es la parabola. Esta herramienta es utilizada con diferentes intenciones, en varios procedimientos y argumentos, configurando, asi, las parabolas de Galileo. El estudio de estas parabolas es el centro de este laboratorio. Nos restringimos al estudio de la parabola de Apolonio, la parabola como la trayectoria de un proyectil y la parabola como la relacion entre tiempos y espacios recorridos por una esfera en un plano inclinado. Se propone a los participantes del laboratorio reproduzcan practicas semejantes a las que Galileo ejercio utilizando simulaciones digitales para multiples dispositivos electronicos. Con base en los folios originales de Galileo y las producciones de los participantes analizamos las parabolas como herramientas para la modelacion. La perspectiva teorica que soporta este trabajo es la socioepistemologia.

Remote learning has reformed the normal tradition of physics instruction in the existence of COVID-19 pandemic. The previous documentation of student’s misconception is mostly discovered in the normal condition of physics instruction. Regarding to the pandemic outbreak is necessary since distance learning routines have absolutely influence the physics education outcomes all over the world. To explore the issues, this quantitative study has descriptively identified students&#39; misconception on projectile motion in the frame of graphic and figural representations. The six items of Busyairi and Zuhdi’s three tier test were administered to the 76 students in a Javanese public high school, Indonesia. Overall, the Arslan, Cigdemolu, & Moseley’s categorical framework classified that the whole participants still congregate in the misconception’s groups on projectile motion. The lack of students’ representation on projectile motion might be magnified by the pandemic restrictions in providi...

The challenge of creating reliable technology-based resources for science learning is a perennial challenge in Philippine education, with limited learning materials accessible to all learners. This study is about the development of a videocast embedded with physics education technology (PhET) simulation that served as supplementary learning material for grade 9 science in response to the scarcity of dependable visualization materials. The study employed the developmental research design with analysisdesign-development-implementation-evaluation (ADDIE) model as the developmental framework. The vodcast evaluation tool, achievement test questionnaire, and vodcast perception survey questionnaire for students and teachers were used in the data collection, while the Kendall’s W statistic, mean, percentage, and gain score were used in the data interpretation. The teacher respondents (N=64) have moderate agreement on the ranking of topic difficulty, with Kendall’s W of 0.45. The researcher-made vodcast attained an overall rating of 4.78 from experts, which implies that the vodcast can be very good material for classroom implementation. The developed achievement test has acceptable difficulty and discrimination indices. The implementation stage yielded a low normalized gain, which can be accounted for by unfocused attention during the pandemic. Nevertheless, the voicecasts were found very useful in learning projectile motion, as perceived by both students and teacher-observers.

Static and dynamic stability are the most important phenomena for stable flight atmospheric motion of spin and fin stabilized projectiles. If the aerodynamic forces and moments and the initial conditions are accurately known, an essentially exact simulation of the projectile's synthesized pitching and yawing motion can be readily obtained by numerical methods. A modified trajectory linear theory of the same problem implies an approximate solution.

In this paper, the projectile motion in a resisting medium has been investigated by using the conformable derivative. In order to preserve the dimensionality of the physical quantities, an auxiliary parameter σ, which has a dimension of seconds, was imposed in the fractional derivative. The converted FDEs have been analytically solved. In the literature, some

This paper aims to evaluate students’ feedback on the impediments to developing critical thinking in the classroom. Interpretative phenomenological analysis techniques were used to obtain data from postgraduate and undergraduate students of an Internal Auditing department in a South African university. The students identified several barriers to developing critical thinking in the classroom some of which are (1) the lecturers who are most times not knowledgeable in the field of critical thinking, (2) the students themselves who are simply not interested, (3) finally the educational system, according to the students who all argued that critical thinking is not ingrained in the country&#39;s educational institutions. According to the students, their lack of knowledge of critical thinking including the lecturers’ seeming insufficient knowledge of critical thinking calls for urgent intervention in the form of re-curriculation and training of lecturers. The findings of this research coul...

The main problem of this study is that students who are not able to gain the minimum score were not given remedial teaching and learning that were adjusted to their learning style. This study aimed to determine the effect, improvement, and effectiveness of the use of projectile motion props in remedial teaching on kinesthetic style students learning outcomes and students' response to the use of the props. The research method used in this study was a quasi-experiment with nonequivalent control group design. Hypothesis test results of the post-test results with the Mann-Whitney U test at the confidence level of 95% (α = 0.05) obtained the significance value (2-tailed) that was 0.000. Alternative research hypotheses (H1) were accepted (there were effects of projectile motion props on remedial teaching on kinesthetic style student learning outcomes). The kinesthetic style student in the experimental group successfully gained 0.64 (middle category) in their learning outcomes, and the controlled group students gained less only 0.31 (middle category) in their learning outcomes. In the cognitive domain of C2 (understanding), the experimental group students experienced the highest increase, which was 0.72, while the controlled group gained only 0.50. The effectiveness of remedial teaching in the experimental group was very effective (80%); meanwhile, in the controlled group, it showed ineffectiveness (28%). Students of kinesthetic style's response are very good (81%) on the use of projectile motion props.

Fernandez-Chapou and coworkers analyzed projectile trajectories and showed an elliptic property hidden in them. They pointed out and demonstrated a little known property of these projectiles, namely, the vertices of these projectiles lie on an ellipse. We present in this article an alternate view point of observing this ellipse. We emphasize, that we don't use vectors or calculus or Newton's laws in our analysis. We follow the traditions of Galileowe use geometry principles. We consider here the semi parabolic paths of the projectiles.

It is already known that an ellipse passes through the apexes of a family of the parabolic paths of projectiles shot from a point with constant speed but different angles of projection. In this article we describe a method to show that a circle passes through the focii of such a family of projectile paths whose center is the point of projection. In this method, we don't use vectors, or calculus or Newton's laws of motion.

The kinematics and dynamics of deterministic physical systems have been a foundation of our understanding of the world since Galileo and Newton. For real systems, however, uncertainty is largely present via external forces such as friction or lack of precise knowledge about the initial conditions of the system. In this work we focus in the latter case and describe the use of inference methodologies in solving the statistical properties of classical systems subject to uncertain initial conditions. In particular we describe the application of the formalism of Maximum Entropy (MaxEnt) inference to the problem of projectile motion given information about the average horizontal range over many realizations. By using MaxEnt we can invert the problem and use the provided information on the average range to reduce the original uncertainty in the initial conditions, while also achieving additional insights based on the shape of the posterior probabilities for the initial conditions probabilities and the projectile path distribution itself. The wide applicability of this procedure, as well as its ease of use, reveals a useful tool by which to revisit a large number of physics problems, from classrooms to frontier research.

A Projectile is a shot object which fired from firearms or air rifles. There are various sizes of projectile. One of them is 12.7 x 99 mm caliber projectile. The higher speed of 12.7 x 99 mm caliber projectile makes the less accurate, it is for the shot to hit the right target. It is necessary to estimate that the projectile reaches the right target. The projectile movements are modelled by three degrees of freedom (3-DOF) and have a non-linear equation. So the estimation used is The Extended Kalman Filter, but it would be combined with Kalman Filter Method. Measurement data is assumed to be linier. And we have all data measurement of projectile motion. The estimation results are simulated with Matlab. The final result of these studies show that Extended Kalman Filter has small error than Kalman Filter with error estimation of EKF is 92.02% smaller in the x-position, 97.38% smaller in the z-position, 94.99% smaller in velocity projectile, and 95.45% smaller in gamma angle and the computational time is 0.925% faster than KF method.

A lab activity designed for students to compare measured and calculated ranges for a projectile launched from a reference height is presented here. Students used statistical and error propagation techniques to analytically determine the error bounds associated with measured and calculated projectile ranges as well as t-statistics to determine how well the measured and calculated ranges agreed. For all launch angles used in this work, 90% of students found that there was no statistically significant difference between the measured and calculated ranges.

Ballistics is the study of the science of the motion and behavior of a projectile during its flight in any given medium. The flight path of a bullet in cases of firearms includes: traveling down the barrel, path through the air (or in a medium), and path through the target. The damage to the target by a hurling projectile depends upon various parameters like the type of the propellant charge used, type of the firearm, the distance of firing, etc. In some instances, it becomes difficult to estimate the range of firing when the projectile has been shot through the glass as an intermediate target. Present work is based upon the effect of 0.32 caliber bullets on fiberglass fired from different ranges and determination of range of firing from by studying the fracture pattern created on the fiberglass. The present study will be helpful for the investigator to estimate an approximate range of shooting when the firing is done through the fiberglass. It will also be utilized in the estimation of the point of entry and exit on the glass and the basis of the fracture produced will provide an idea of the type of firearm used can also be estimated.

Parabolic motion is one of the teaching materials studied by senior high school students where they are commonly tough through conventional teaching. The objectives of this study were to develop a projectile launcher to help students studying parabolic motion. A development model of Richey,dkk was adopted in this study. The product was validated by experts and used in a small group of students. It was then used in a real classroom teaching in which the projectile launcher was used and maximum stance were measured. The theoretical calculation and measured stance were compared to show the student the usefulness of the product. The result showed that the projectile launcher developed in this study can be used for of parabolic motion study and improve student achievement.

En este trabajo se investiga el rol que cumple el tiempo en un proceso de modelación que busca favorecer la construcción de conocimiento matemático en alumnos universitarios. En ese proceso se evidencia la funcionalidad de las gráficas para describir un fenómeno físico, usando la tecnología track moving objects. La investigación utiliza una perspectiva socioepistemológica para analizar las prácticas de modelación-graficación de alumnos de primer año de la carrera de Matemáticas de una universidad chilena enfrentados al estudio del movimiento de proyectiles.

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View the article online for updates and enhancements. Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.

In this paper we show that, it’s possible the uniform motion on the arbitrary trajectory and number of examples that can be cited for uniform motion is infinite. As an application of this method, we can conclude uniform circular motion as an especial state. Also as another application, we investigate Archimedean spiral so that particle moves by constant speed on this path. We believe, this procedure illustrates the application of simple mathematical tools to physics, a barrier that some student have difficulty to overcome.

A lab activity designed for students to compare measured and calculated ranges for a projectile launched from a reference height is presented here. Students used statistical and error propagation techniques to analytically determine the error bounds associated with measured and calculated projectile ranges as well as t-statistics to determine how well the measured and calculated ranges agreed. For all launch angles used in this work, 90% of students found that there was no statistically significant difference between the measured and calculated ranges.

Gerak parabola merupakan suatu materi pembelajaran fisika yang memerlukan eksperimen untuk penerapannya, sehingga pada era Revolusi 4.0 menuntut sesuatu yang menginovasi, maka pada kemajuan teknologi sangat dibutuhkann. Eksperimen dengan menggunakan virtual lab merupakan salah satu contoh pembelajaran fisika yang relevan dengan keadaaan saat ini. Tujuannya adalah untuk mengetahui penggunaan PhET sebagai alternatif ruang laboraturium dan mengkaji konsep pada materi gerak parabola secara teoritis, serta secara matematis untuk menghitung ketingguan maksimum, jarak terjauh dengan pengaruh massa, kecepatan awal serta perubahan sudut elevasi pada materi gerak parabola. Dalam memperoleh data sesuai tujuan penelitian, digunakan teknik eksperimen, observasi, serta dokumentasi. Instrument yang digunakan yaitu simulasi PhET "Projectile Motion" yang mana dengan tujuan-tujuan yang ingin di capai. Penganalisisan data dilakukan secara deskriptif kualitatif. Hasil penelitian menunjukan dengan menggunakan simulasi PhET dapat membantu memahami konsep gerak parabola serta dapat menghitung ketinggian maksimum serta jarak terjauhnya.

Parabolic motion is a physics learning material that requires experimentation for its application, so that in the era of the Revolution 4.0 requires something to innovate, so technological progress is very much needed. Experiments using virtual labs are one example of physics learning that is relevant to the current situation. The aim is to determine the use of PhET as an alternative to laboratory space and to study the concept of parabolic motion material theoretically, as well as mathematically to calculate the maximum height, farthest distance with the influence of mass, initial velocity and changes in elevation angles in parabolic motion material. In obtaining data according to research objectives, experimental techniques, observation and documentation were used. The instrument used is a &quot;Projectile Motion&quot; PhET simulation with the objectives to be achieved. Data analysis was carried out in a descriptive qualitative manner. The results showed that using PhET simulation...

This study tested the validity and effectiveness of the developed Teaching- Learning Package in Projectile Motion for Grade 9 Science. A Teacher&#39;s Guide, a Learner&#39;s Module, and a Computer- Aided Instructional (CAI) tool comprised the package. The CAI tool composed of interactive simulations was developed using  Adobe Flash Professional  CC  2015  software and  Small  Basic and utilized the  Microsoft  PowerPoint  2016  as the overall platform. Research and Development design was employed in the study. The assessment of the package was done in five categories: (1) objectives, (2) contents of the Teacher&#39;s Guide and Learner&#39;s Module; (3) content quality, (4) instructional quality, and (5) technical quality of CAI tool by the five Physics and two ICT teachers. General average ratings of 3.58 and 4.41 were obtained from the assessment of the modules and CAI tool, respectively. Thus, teaching materials possess very good qualities. It is observed that the improvement of s...

The process of burst-firing two projectiles from a Skorpion vz. 61 7.65 mm calibre machine pistol was recorded during a test at a firing range operated by the Polish Police. This experimental test involved Browning 7.65 x 17 mm SR ammunition rounds. The shots were fired by a Police Special Forces operative. The shots were recorded with a Phantom v.9.1 slow-motion video camera, complete with the essential accessories. TEMA, a software suite dedicated to video recording analyses, was used to determine the initial kinematic parameters of flight for each of the two projectiles. By applying the theorem of momentum and spin change, a theoretical projectile flight model was developed with a respective simulation runtime in SciLab. The projectile flight results were verified with the experimental test results to validate the developed model. Having delivered a reliable projectile flight model, an analysis was carried out to study the effectiveness of the shots fired by the Police Special Fo...