# data[].attributes.attachment_link.readable_text
Curveball

With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect the aerodynamic forces on the ball. These are the same forces that generate the lift and drag of an aircraft wing.

Play Ball!
Please note: the simulation below is best viewed on a desktop computer. It may take a few minutes for the simulation to load.
General Instructions

This program is designed to be interactive, so you have to work with the program. There are a variety of choices which you must make regarding the analysis and the display of results by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection. The current values of the design variables are presented to you in boxes. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program. For most input variables you can also use a slider located next to the input box. Click on the slider bar, hold down and drag the slider bar to change values, or you can click on the arrows at either end of the slider. At any time, to return to the original default conditions, click the red Reset button at the upper right of the program.

If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it. If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow images should appear, and they should reappear.

Screen Layout

The program screen is divided into two main parts:

1. In the upper half of the screen are the graphics windows. On the right are two graphics windows that show the trajectory of the pitch as viewed from the side and from the top. On the left is a view from behind the plate and a graphic of a spinning ball. The spin axis of the ball is shown on the ball and you can adjust the axis using the input devices described below. By adjusting the spin axis, you can make the aerodynamic force cause the ball to loft or dive. If the spin axis is vertically oriented, the ball curves from side to side. You can see the effects of spin and gravity on the flight path in the side view at the top right. And you can see the side to side effect in the top view located beneath the side view. You can see the combined effects of aerodynamics and weight in the catcher's view at the upper left. We have drawn a strike zone in each of the view windows so that you can adjust the input parameters to throw a strike. In the blue window at the left your pitch is judged as a ball or a strike. The side and top view windows tell you how far from the center of the plate and how high above the plate the pitch first crossed the front of the plate.

2. The input parameters for the pitch are specified in the bottom half of the screen.

Beginning on the left, you must specify the the speed of the pitch, the spin on the ball, and the orientation of the axis of the spin. As mentioned above, if the spin axis is vertical (angle equals zero), the aerodynamic force is purely side to side. If the axis is horizontal (angle equal to +/- 90 degrees), the side force lifts or dives the ball, depending on the direction of rotation (+/- value of spin). For values between zero and ninety degrees you get both a horizontal and a vertical component of the aerodynamic force. You can be a right hander pitcher or a lefty by clicking on the round buttons below the spin axis inputs. The direction of rotation is reversed between righty and lefty. In the lower left, we see some colored buttons. The green "PITCH" button throws the ball. The blue "Save" button can be used to freeze the graphics of a completed pitch for comparison with a later pitch. The white "Clear" button erases all the graphics and prepares you for the next pitch. When you click on the "PITCH" button, the ball is thrown and the boxes below the buttons record the time, speed, and magnitude of the forces during the flight of the ball. The orange "Reset" button can be used at any time to return the program to its initial conditions.

Moving to the right lower half of the screen, we find the inputs needed to specify the point on the pitcher's mound from which you release the ball, and the angle at which you release the ball. A small arrow on the ball in the graphics window will help you determine these values. And the red stitches on the ball shows the direction and rate of spin. You can vary the height and the vertical angle of release, and the side distance and angle from the center of the pitcher's rubber. Below the Release inputs are some choice buttons to select the stadium location and the weather conditions. Changing the stadium location changes the atmospheric conditions. The default weather conditions are an Average Day at the selected stadium. The average is based on an NASA model of the atmosphere and how the pressure and temperature change with altitude. For the average day, we have the temperature set to 59 degrees at each stadium. A Hot Day sets the temperature to 89 degrees, and a Cold Day sets the temperature to 35 degrees. You can change all of the atmospheric conditions by using the Specify option on the choice button. You can change the temperature, the atmospheric pressure, and the relative humidity of the air; the program will calculate the air density that affects the magnitude of the aerodynamic forces.

Try setting up a pitch and then change the location. What happens to the trajectory?

Have fun!
Learn more about the aerodynamics of baseball. The original source code for the simulations is available for users to download at the BGA Simulations on GitHub.

# data[].attributes.attachment_link.title
Baseball Motion Interactive Simulator | Glenn Research Center | NASA

# data[].attributes.attachment_link.description
Curveball With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect

# data[].attributes.body
Simulates the interactions of waves to demonstrate interference

# data[].attributes.attachment_link.description
Make waves with a dripping faucet, audio speaker, or laser! Add a second source to create an interference pattern. Put up a barrier to explore single-slit diffraction and double-slit interference. Experiment with diffraction through elliptical, rectangular, or irregular apertures.

# data[].attributes.body
A 15-day unit that explores what causes charge to flow in circuits and what affects the rate at which it flows. There is an emphasis on series and parallel circuit concepts and mathematics. Includes several labs, 9 Concept Builders, 9 Minds On Physics missions, 3 CalcPad problem sets, 5 Physics Interactive simulations with accompanying Concept Checkers, and 1 Science Reasoning Activity.

# data[].attributes.attachment_link.readable_text
The lesson plans below include links to the specific resources on our website.

NOTE: All CalcPad problem sets are customized problem sets created specifically for this course. The links direct users to the Guest version. Task Tracker users should use the link on the Task Tracker page to the trackable CalcPad version.

Day 1 of Electric Circuits

Lesson Plan

1. Introduce Unit

2. Discuss Electric Potential and Electric Potential Difference; use Electric Potential Difference Think Sheet

3. Lab 1: Sparky the Electrician
Do; post-lab; discuss the requirements of an electric circuit

Homework/Announcements
Reading: Physics Classroom Tutorial, Electric Circuits: Lesson 1, Parts a, b, and c

Day 2 of Electric Circuits

Lesson Plan

1. Review Sparky the Electrician Lab; requirements of an electric circuit; role of the battery

2. Minds On Physics: Mission EC2 on Voltage

3. Lab 2 - Charge Flow in Wires
Investigate amount and dir'n of charge flow at multiple locations in a multi-bulb (all identical) circuit using compass needle deflections; which bulb lights first? lights brightest? Investigate the effect of # of cells and # of bulbs on current

Homework/Announcements
Day 3 of Electric Circuits

Lesson Plan

1. Discuss Electric Current:
Definition; conventional current; equation; unit; everywhere the same; the effect of # of cells and # of bulbs on current; introduce arrowtails and starbursts

2. Pair Practice: Electric Current Think Sheet
Do; check answers; then ...

3. Concept Builder: Current

Homework/Announcements
Day 4 of Electric Circuits

Lesson Plan

1. Lab 3 - Bulb and Socket Analysis
Build a circuit for testing conductance of materials; use test circuit to test the conducting pathway of a bulb and a socket

2. Discuss light bulb and socket analogy; guided/pair/individual practice with Light Bulb Anatomy Think Sheet

3. Concept Builder: Light Bulb Anatomy

Homework/Announcements
If not done in class, complete Light Bulb Anatomy

Day 5 of Electric Circuits

Lesson Plan

1. Lab 4 - Resistance
Investigate the effect of adding a 2nd and 3rd bulb on the amount of compass needle deflection and bulb brightness; compare observations to the effect of adding a carbon resistor to a circuit. Then use an air flow model as an analogy to charge flow; empty your air-filled lungs through a coffee stirrer, a straw, and a milkshake straw; empty your air-filled lungs through a short straw and a long straw; empty your lungs through four straws arranged side-by-side and four straws arranged end-to-end. Draw conclusions about what affects resistance.

2. Discuss Resistance
Cause; variables affecting (width, length, and material)

3. Concept Builder: Resistance Ranking Tasks

Homework/Announcements
Day 6 of Electric Circuits

Lesson Plan

1. Lab 5 - The Greatest Resistance Bulb
Acquire two bulbs - Bulb A (low R) and Bulb B (high R). Compare current in Circuit #1 (two Bulb A circuits in series) to Circuit #2 (Bulbs A + B in series). Then inspect and compare the diameter of a connecting wire, a supporting filament wire, and a filament wire of a light bulb using a microscope. Inspect the Bulb A and Bulb B filaments for their relative diameter. Conclude about what makes a high R bulb have the greater resistance.

2. Science Reasoning Center: Light Bulb Resistance

3. Quick Quiz on Learning Outcomes #1-4

Homework/Announcements
If not done in class, complete Science Reasoning Center: Light Bulb Resistance

Day 7 of Electric Circuits

Lesson Plan

1. Physics Interactives: DC Circuit Builder with Student Activity Sheet (∆V=I*R)
Do and post-lab; discuss ∆V-I-R relationship

2. Pair Practice: ∆V-I-R Think Sheet
Do; check answers; it time allows ...

3. Concept Checker

Homework/Announcements
Day 8 of Electric Circuits

Lesson Plan

1. Review I = ∆V / R; do some practice calculations for I, ∆V, and R

2. Concept Builder: I=∆V/R Equations as a Guide to Thinking

3. Lab 6 - Series vs. Parallel Circuits (Demonstration Lab)

Homework/Announcements
Day 9 of Electric Circuits

Lesson Plan

1. Discuss series vs. parallel circuits

2. Pair Practice: Series vs. Parallel Circuits Think Sheet

3. Physics Interactives: DC Circuit Builder with Student Activity Sheet (Series Circuits)
Do and post-lab

4. Concept Checker on Series Circuits

Homework/Announcements
Day 10 of Electric Circuits

Lesson Plan

1. Discuss Series Circuits
Single pathway; effect of more resistors; equivalent resistance; current the same in each resistor; battery voltage = ∑voltage drops

2. Guided/Pair/Individual Practice: Series Circuit Think Sheet

3. Minds On Physics: Mission EC7 on Series Circuit Concepts

4. CalcPad: Circuits 2 on Series Circuits

Homework/Announcements

1. Review as needed: Physics Classroom Tutorial, Electric Circuits: Lesson 4, Part c

2. If not done in class, complete: Mission EC7 || Circuits 2 on Series Circuits

Day 11 of Electric Circuits

Lesson Plan

1. Physics Interactives: DC Circuit Builder with Student Activity Sheet (Parallel Circuits)
Do and post-lab

2. Discuss Parallel Circuits
Multiple pathways (branches); effect of more resistors; equivalent resistance; ∆V the same for each branch; current in battery = ∑current in branches

3. Concept Checker on Parallel Circuits

Homework/Announcements
Day 12 of Electric Circuits

Lesson Plan

1. Review Parallel Circuits

2. Guided/Pair/Individual Practice: Parallel Circuits Think Sheet

3. Minds On Physics: Mission EC8 on Series Circuit Parallel

4. CalcPad: Circuits 3 on Parallel Circuits

Homework/Announcements

1. Review as needed: Physics Classroom Tutorial, Electric Circuits: Lesson 4, Part d

2. If not done in class, complete: Mission EC8 || Circuits 3 on Parallel Circuits

Day 13 of Electric Circuits

Lesson Plan

1. Guided/Pair/Individual Practice: Color Those Wires Think Sheet

2. Concept Builder: Know Your Potential

3. Concept Builder: Series vs. Parallel Circuit

Homework/Announcements
Complete: Know Your Potential || Series vs. Parallel Circuit

Day 14 of Electric Circuits

Lesson Plan

1. Physics Interactives: DC Circuit Builder with Student Activity Sheet (Voltage Drops)
Do and post-lab

2. Concept Checker on Voltage Drops

3. If time allows: Physics Interactives: Equivalent Resistance (Levels 1 - 8 only)

Homework/Announcements

1. Review as needed: Physics Classroom Tutorial, Electric Circuits: Lesson 4, Parts c and d

2. Physics Interactives: Equivalent Resistance (Levels 1 - 8 only)

3. If not done in class, complete Concept Checker on Voltage Drops

Day 15 of Electric Circuits

Lesson Plan
Review day: this is a chance for students to process ideas, work independently or together, and prepare for exam. Suggested online review activities include:

1. Concept Builder: Which One Doesn't Belong? - Equivalent Resistance

2. Concept Builder: Series Circuits - ∆V=I*R Calculations (Apprentice and Master Levels only)

3. Concept Builder: Parallel Circuits - ∆V=I*R Calculations (Apprentice and Master Level only)

4. Minds On Physics: Mission EC4 on Resistance, Voltage, and Current

5. Minds On Physics: Mission EC5 on Voltage, and Current, Resistance Calculations

6. Minds On Physics: Mission EC9 on Series Circuit Calculations

7. Minds On Physics: Mission EC10 on Parallel Circuit Calculations

8. Minds On Physics: Mission EC12 on Series and Parallel Circuit Calculations

​ NOTE: The above assignments are intended as optional review assignments and not required assignments.
Homework/Announcements

1. Prepare for Tomorrow's Test

2. Complete all unfinished work

# data[].attributes.attachment_link.description
View a collection of course-specific lesson plans for a variety of topics that incorporate resources at The Physics Classroom website.

# data[].attributes.body
A 15-day unit in which students learn how objects become charged and the effect of that charges on other objects in the surrounding region. Charge interactions, the behavior of conductors and insulators, polarization, methods of charging, Coulomb's Law, and the electric field concept form the foundation of the unit. Includes several labs, 8 Concept Builders, 9 Minds On Physics missions, 1 CalcPad problem set, 5 Physics Interactive simulations, and 3 accompanying Concept Checkers. There is no emphasis upon the substitution of values into the Coulomb's law equation.

# data[].attributes.attachment_link.readable_text
We will be beginning a project during the 2024-25 school year in which we create a package of materials to support teachers teaching a Conceptual Physics course. The downloadable package will include slide decks, think sheets, labs, quizzes, and tests. Answer keys will be provided. This will be a for-sale item that is offered to teachers. We hope to have the project completed before the start of the 2025-26 school year.

In creating our Lesson Plans and Learning Outcomes for this course we have referenced several of the items that we intend to place in the package. We have used red text wherever we have made such a reference. These items will only be available by purchase of the course package.

The lesson plans below include links to the specific resources on our website.

Teacher Guides for labs can be found here.

NOTE: All CalcPad problem sets are customized problem sets created specifically for this course. The links direct users to the Guest version. Task Tracker users should use the link on the Task Tracker page to the trackable CalcPad version.

Day 1 of Static Electricity

Lesson Plan

1. Introduce Unit; discuss Charge
The atom; proton, electron, and neutron (charge and location of each); ps are tightly bound; es can be added and removed from an atom; balanced vs. unbalanced charge; calculating Q (quantity of charge) of an object

2. Pair Practice: Charge Think Sheet

3. Concept Builder: Charge and Charging

Homework/Announcements
Day 2 of Static Electricity

Lesson Plan

1. Discuss charge interactions
Opposites attract; likes repel; changed and neutral attract; demonstrations

2. Pair Practice: Charge Interactions Think Sheet

3. Lab 1 - The T-Tape and B-Tape

4. If time allows, start Minds On Physics: Mission SE2

Homework/Announcements
Day 3 of Static Electricity

Lesson Plan

1. Concept Builder: Getting the Hang of Charge

2. Discuss Triboelectric Charging
Procedure; result; explanation in terms of e- movement; demonstrations

3. Pair Practice: Triboelectric Charging Think Sheet

Homework/Announcements
Day 4 of Static Electricity

Lesson Plan

1. Discuss Conductors vs. Insulators

2. Lab 2 - The Triboelectric Series
Do and process; complete the report

Homework/Announcements
Day 5 of Static Electricity

Lesson Plan

1. Review conductors and insulators; then Pair Practice: Conductors and Insulators Think Sheet
Do and check answers; then ...

2. Lab 3 - Conductors vs. Insulators

3. Concept Builder: Conductors and Insulators

Homework/Announcements
Day 6 of Static Electricity

Lesson Plan

1. Physics Interactives: Aluminum Can Polarization with Student Activity Sheet
Do and process; discuss polarization

2. Pair Practice: Polarization Think Sheet

3. Concept Builder: Polarization

Homework/Announcements
Day 7 of Static Electricity

Lesson Plan

1. Physics Interactive: Charging with Student Activity Sheet
Do; process; then ...

2. Start Charging Concept Checker

3. Short Quiz: Learning Outcomes #1 - #4

Homework/Announcements
Day 8 of Static Electricity

Lesson Plan

1. Discuss Charging by Induction
Procedure; results; explain in terms of e- movement (polarization step and charging step); demonstrations

2. Pair Practice: Charging by Induction Think Sheet

3. Minds On Physics: Mission SE5 on Charging by Induction - Pop Can Induction

4. Minds On Physics: Mission SE6 on Charging by Induction - a Single Sphere

Homework/Announcements

1. Review as needed: Physics Classroom Tutorial, Static Electricity: Lesson 2, Part b

2. Complete MOP Missions: Mission SE5 || Mission SE6

Day 9 of Static Electricity

Lesson Plan

1. Lab 4 - Charging by Induction
Do and process; then ...

2. Minds On Physics: Mission SE7 on Charging by Induction - Electrophorus Plate

Homework/Announcements
Day 10 of Static Electricity

Lesson Plan

1. Discuss Charging by Contact (Conduction)
Procedure; result; explanation in terms of e- movement; demonstrations

2. Pair Practice: Charging by Conduction Think Sheet
Do and process

3. Discuss Grounding
Procedure; result; explanation in terms of e- movement; demonstrations

4. Pair Practice: Grounding Think Sheet
Do and process

Homework/Announcements
Day 11 of Static Electricity

Lesson Plan

1. Physics Interactives: Name That Charge

2. Concept Builder: Charging by Induction (Apprentice Level only)

3. Short Quiz: Learning Outcomes #4 - #6

Homework/Announcements

1. Review as needed: Physics Classroom Tutorial, Static Electricity: Lesson 2

2. If not done in class, then complete: Name That Charge || Charging by Induction

Day 12 of Static Electricity

Lesson Plan

1. Physics Interactive: Coulomb's Law with Student Activity Sheet
Do; process; give attention to the inverse square law

2. Discuss Coulomb's Law
Electric force; action at a distance; variables affecting F; proportionality statements; examples of how doubling/tripling/halving Q or d affects F (no substitution problems)

3. Start Coulomb's Law Concept Checker

Homework/Announcements
Day 13 of Static Electricity

Lesson Plan

1. Review Coulomb's Law and the inverse square relationship

2. Pair Practice: Coulomb's Law - Equations as a Guide to Thinking Think Sheet
Do; check answers; then ...

3. Concept Builder: Coulomb's Law

4. Minds On Physics: Mission SE8 on Coulomb's Law Equation as a Guide to Thinking

Homework/Announcements
Day 14 of Static Electricity

Lesson Plan

1. Discuss Electric Field
Action-at-a-distance; Source Charge vs. Test Charge; E = F/q; E = kQsource/d²; direction of E vector; proportional reasoning examples (no substitution problems)

2. Pair Practice: Electric Field Think Sheet
Do and check answers; then ...

3. Start Concept Builder: Electric Field

Homework/Announcements
Day 15 of Static Electricity

Lesson Plan

1. Discuss Test/Review Unit

2. Finish Concept Builder: Electric Field

3. Bonus Points - Physics Interactives: Electric Field Hockey (with built-in Task Tracking)

Homework/Announcements

1. Prepare for Tomorrow's Test

2. Complete all unfinished work

# data[].attributes.attachment_link.description
View a collection of course-specific lesson plans for a variety of topics that incorporate resources at The Physics Classroom website.

# data[].attributes.headline
Polygraph: Speed and Acceleration Graphs

# data[].attributes.subject
Polygraph: Speed and Acceleration Graphs

# data[].attributes.body
This polygraph is designed to reinforce scientific vocabulary on motion and acceleration. Terms will include: distance, displacement, time, motion, speed, acceleration, velocity, etc.

# data[].attributes.attachment_link.title
Polygraph: Speed and Acceleration Graphs

# data[].attributes.attachment_link.description
This polygraph is designed to reinforce scientific vocabulary on motion and acceleration. Terms will include: distance, displacement, time, motion, speed, acceleration, velocity, etc.

# data[].attributes.body
Have you ever wondered how hard it is to land at a specific spot on the Moon, Mars, or another planet? Find out in this activity by building a device that can zip down a line and drop a "lander" onto a target.

# data[].attributes.attachment_link.readable_text
Have you ever wondered how hard it is to land at a specific spot on the Moon, Mars, or another planet? Find out in this activity by building a device that can zip down a line and drop a "lander" onto a target.

Watch the Tutorial

See below for materials and step-by-step instructions. For more video tutorials and activities like this one, visit Learning Space.

Watch en Español: Seleccione subtítulos en Español bajo el ícono de configuración.

# data[].attributes.attachment_link.title
Student Project: Land a Spacecraft on Target | NASA/JPL Edu

# data[].attributes.attachment_link.description
Have you ever wondered how hard it is to land at a specific spot on the Moon, Mars, or another planet? Find out in this activity by building a device that can zip down a line and drop a "lander" onto a target. See below for materials and step-by-step instructions.

# data[].attributes.headline
Analyzing Light: Spectrum of the Star Altair

# data[].attributes.subject
Analyzing Light: Spectrum of the Star Altair

# data[].attributes.body
Helps you to see how they use the light from a star, analyze it, and then use it to learn more about the composition and motion of the star.

# data[].attributes.attachment_link.readable_text
A Story Of Analyzing Light:

Patterns in colors of starlight provide important information about the star.

Almost everything we know about Altair, a bright star in the constellation Aquila, comes from studying its light. We know that Altair is 10 times brighter than the Sun, rotates once on its axis every 9 hours, has an average surface temperature of about 8,000 degrees Celsius, and is slightly flattened in shape.

There are two main ways to study starlight: with images and with spectra. An image captured by a camera attached to a telescope shows us what the star looks like: its brightness, color, apparent size, and shape. An image can also help us figure out where the star is located relative to other objects in the sky.

Most scientific telescopes also include spectrographs, tools used to spread light out into a rainbow of light known as a spectrum. A star's spectrum shows the individual colors that combine to make up the overall color of the star. A spectrum also reveals small variations in the brightness of these different colors. The brightness pattern provides additional details about the star, such as its composition, surface temperature, and how it is moving in space.

While some spectral features are obvious in a picture of a spectrum, others are very subtle. It is easy to see that there are differences in brightness, but it is almost impossible to tell exactly how bright or dim each color is. In fact, a picture of a spectrum can be deceiving because the human eye and brain perceive colors like blue as darker than colors like yellow, even when blue is brighter. The graph form of a spectrum is important because it shows exactly how bright each individual color (wavelength) of light is relative to every other color.

Also known as: Alpha Aquilae

Distance from Earth: 17 light-years

Size: 1.8 times the mass of the Sun; 1.6 to 2 times the radius of the Sun

Location in the sky: Constellation Aquila

Location in the universe: Milky Way

Did you know: Altair is rotating so rapidly that it bulges out in the middle.

# data[].attributes.attachment_link.title
ViewSpace | Analyzing Light: Spectrum of the Star Altair

# data[].attributes.attachment_link.description
Patterns in colors of starlight provide important information about the star.

# data[].attributes.body
Observe how a tsunami, triggered by a magnitude 9.0 earthquake in Japan in 2011, propagates and affects regions all across the Pacific in this computer simulation from NOAA/NWS/Pacific Tsunami Warning Center. Use this resource to observe the potential range of time and spatial scales associated with a tsunami and to visualize large datasets and simulations based on data.

# data[].attributes.attachment_link.description
Observe how a tsunami, triggered by a magnitude 9.0 earthquake in Japan in 2011, propagates and affects regions all across the Pacific in this computer simulation from NOAA/NWS/Pacific Tsunami Warning Center. Use this resource to observe the potential range of time and spatial scales associated with a tsunami and to visualize large datasets and simulations based on data.

# data[].attributes.body
If you scroll down some, you can see how NASA uses each part of the EMS spectrum along with a description of that part of the spectrum

# data[].attributes.attachment_link.title
The Electromagnetic Spectrum | Science Mission Directorate

# data[].attributes.attachment_link.description
Welcome to the Tour of the Electromagnetic Spectrum. This unique NASA resource on the web, in print, and with companion videos introduces electromagnetic waves, their behaviors, and how scientists visualize these data. Each region of the spectrum is described and illustrated with engaging examples of NASA science.

# data[].attributes.body
Relate the gravitational force to masses of objects and distance between objects.

Explain Newton's third law for gravitational forces.

Use measurements to determine the universal gravitational constant.

# data[].attributes.attachment_link.description
Visualize the gravitational force that two objects exert on each other. Discover the factors that affect gravitational attraction, and determine how adjusting these factors will change the gravitational force.

# data[].attributes.body
With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect the aerodynamic forces on the ball. These are the same forces that generate the lift and drag of an aircraft wing.

# data[].attributes.attachment_link.readable_text
Curveball

With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect the aerodynamic forces on the ball. These are the same forces that generate the lift and drag of an aircraft wing.

Play Ball!
Please note: the simulation below is best viewed on a desktop computer. It may take a few minutes for the simulation to load.
General Instructions

This program is designed to be interactive, so you have to work with the program. There are a variety of choices which you must make regarding the analysis and the display of results by using a choice box. A choice box has a descriptive word displayed and an arrow at the right of the box. To make a choice, click on the arrow, hold down and drag to make your selection. The current values of the design variables are presented to you in boxes. To change the value in an input box, select the box by moving the cursor into the box and clicking the mouse, then backspace over the old number, enter a new number, then hit the Enter key on your keyboard. You must hit Enter to send the new value to the program. For most input variables you can also use a slider located next to the input box. Click on the slider bar, hold down and drag the slider bar to change values, or you can click on the arrows at either end of the slider. At any time, to return to the original default conditions, click the red Reset button at the upper right of the program.

If you experience difficulties when using the sliders to change variables, simply click away from the slider and then back to it. If the arrows on the end of the sliders disappear, click in the areas where the left and right arrow images should appear, and they should reappear.

Screen Layout

The program screen is divided into two main parts:

1. In the upper half of the screen are the graphics windows. On the right are two graphics windows that show the trajectory of the pitch as viewed from the side and from the top. On the left is a view from behind the plate and a graphic of a spinning ball. The spin axis of the ball is shown on the ball and you can adjust the axis using the input devices described below. By adjusting the spin axis, you can make the aerodynamic force cause the ball to loft or dive. If the spin axis is vertically oriented, the ball curves from side to side. You can see the effects of spin and gravity on the flight path in the side view at the top right. And you can see the side to side effect in the top view located beneath the side view. You can see the combined effects of aerodynamics and weight in the catcher's view at the upper left. We have drawn a strike zone in each of the view windows so that you can adjust the input parameters to throw a strike. In the blue window at the left your pitch is judged as a ball or a strike. The side and top view windows tell you how far from the center of the plate and how high above the plate the pitch first crossed the front of the plate.

2. The input parameters for the pitch are specified in the bottom half of the screen.

Beginning on the left, you must specify the the speed of the pitch, the spin on the ball, and the orientation of the axis of the spin. As mentioned above, if the spin axis is vertical (angle equals zero), the aerodynamic force is purely side to side. If the axis is horizontal (angle equal to +/- 90 degrees), the side force lifts or dives the ball, depending on the direction of rotation (+/- value of spin). For values between zero and ninety degrees you get both a horizontal and a vertical component of the aerodynamic force. You can be a right hander pitcher or a lefty by clicking on the round buttons below the spin axis inputs. The direction of rotation is reversed between righty and lefty. In the lower left, we see some colored buttons. The green "PITCH" button throws the ball. The blue "Save" button can be used to freeze the graphics of a completed pitch for comparison with a later pitch. The white "Clear" button erases all the graphics and prepares you for the next pitch. When you click on the "PITCH" button, the ball is thrown and the boxes below the buttons record the time, speed, and magnitude of the forces during the flight of the ball. The orange "Reset" button can be used at any time to return the program to its initial conditions.

Moving to the right lower half of the screen, we find the inputs needed to specify the point on the pitcher's mound from which you release the ball, and the angle at which you release the ball. A small arrow on the ball in the graphics window will help you determine these values. And the red stitches on the ball shows the direction and rate of spin. You can vary the height and the vertical angle of release, and the side distance and angle from the center of the pitcher's rubber. Below the Release inputs are some choice buttons to select the stadium location and the weather conditions. Changing the stadium location changes the atmospheric conditions. The default weather conditions are an Average Day at the selected stadium. The average is based on an NASA model of the atmosphere and how the pressure and temperature change with altitude. For the average day, we have the temperature set to 59 degrees at each stadium. A Hot Day sets the temperature to 89 degrees, and a Cold Day sets the temperature to 35 degrees. You can change all of the atmospheric conditions by using the Specify option on the choice button. You can change the temperature, the atmospheric pressure, and the relative humidity of the air; the program will calculate the air density that affects the magnitude of the aerodynamic forces.

Try setting up a pitch and then change the location. What happens to the trajectory?

Have fun!
Learn more about the aerodynamics of baseball. The original source code for the simulations is available for users to download at the BGA Simulations on GitHub.

# data[].attributes.attachment_link.title
Baseball Motion Interactive Simulator | Glenn Research Center | NASA

# data[].attributes.attachment_link.description
Curveball With this simulator you can investigate how a big league pitcher throws a curveball by changing the values of the factors that affect

# data[].attributes.body
Play with resistors, light bulbs, wires, switches, a battery, voltmeters, and ammeters in this interactive circuit simulation. Place elements on the grid and watch as electrons move and bulbs glow. This is a “sandbox” simulation where you can add and remove circuit elements however you like. Simulate parallel, series, or complex circuits with ease, and watch as the currents and voltage values instantly change.

# data[].attributes.attachment_link.description
Play with resistors, light bulbs, wires, switches, a battery, voltmeters, and ammeters in this interactive circuit simulation. Place elements on the grid and watch as electrons move and bulbs glow. This is a "sandbox" simulation where you can add and remove circuit elements however you like.

# data[].attributes.body
Create standing waves in a virtual rope, or watch air molecules as they vibrate in a virtual tube in this interactive standing wave simulator. In this simulation you can individually adjust frequency, wave speed, and amplitude, or select and analyze pre-made harmonics.

# data[].attributes.attachment_link.title
Standing Wave Simulator | PBS LearningMedia

# data[].attributes.attachment_link.description
Create standing waves in a virtual rope, or watch air molecules as they vibrate in a virtual tube in this interactive standing wave simulator. In this simulation you can individually adjust frequency, wave speed, and amplitude, or select and analyze pre-made harmonics.

# data[].attributes.body
Students explore the electromagnetic spectrum and the role of electromagnetic radiation in daily life and in astronomy. Use this resource to provide evidence that light of different wavelengths has different uses and impacts and can provide different types of information.

# data[].attributes.attachment_link.title
The Electromagnetic Spectrum | PBS LearningMedia

# data[].attributes.attachment_link.description
Students explore the electromagnetic spectrum and the role of electromagnetic radiation in daily life and in astronomy. Use this resource to provide evidence that light of different wavelengths has different uses and impacts and can provide different types of information.

# data[].attributes.headline
Astronomical Images in Different Wavelengths

# data[].attributes.subject
Astronomical Images in Different Wavelengths

# data[].attributes.body
Explore astronomical objects shown at different wavelengths of electromagnetic radiation. Students can use the images as evidence for how various wavelengths provide different information about an object’s structure, composition, temperature, and other characteristics.

# data[].attributes.attachment_link.title
Astronomical Images in Different Wavelengths | PBS LearningMedia

# data[].attributes.attachment_link.description
Explore astronomical objects shown at different wavelengths of electromagnetic radiation. Students can use the images as evidence for how various wavelengths provide different information about an object's structure, composition, temperature, and other characteristics.

# data[].attributes.body
Explore air drag in this interactive simulation by dropping a can of frosting or a gold brick. Use a variety of parachutes to change the amount of air drag on the falling object. Does a heavier object really fall faster?

# data[].attributes.attachment_link.description
Explore air drag in this interactive simulation by dropping a can of frosting or a gold brick. Use a variety of parachutes to change the amount of air drag on the falling object. Does a heavier object really fall faster?

# data[].attributes.body
Explore the relationship between thrust, drag, friction, weight, and acceleration in this interactive simulation. Use the slider to control the thrusters and the buttons to control mass, friction, and air drag. Can you make the sled stop on a particular rock?

# data[].attributes.attachment_link.description
Explore the relationship between thrust, drag, friction, weight, and acceleration in this interactive simulation. Use the slider to control the thrusters and the buttons to control mass, friction, and air drag. Can you make the sled stop on a particular rock?

# data[].attributes.body
GIF showing a magnet falling more slowly than free fall through a copper pipe

# data[].attributes.attachment_link.description
Creating the Next Generation of Student Engagement

# data[].attributes.body
Entire Unit Storyline with Lessons, Phenomena, Simulations

# data[].attributes.attachment_link.readable_text
Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnetics or electric currents can cause magnetic fields; electric charges or changing magnetic fields can cause electric fields. (HS-PS2-5)
PS3.A: Definitions of Energy

These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as either motions of particles or energy stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space. (HS-PS3-2)
PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation

Multiple technologies based on the understanding of waves and their interactions with matter are part of everyday experiences in the modern world (e.g., medical imaging, communications, scanners) and in scientific research. They are essential tools for producing, transmitting, and capturing signals and for storing and interpreting the information contained in them. (HS-PS4-5 )
ESS2.D Weather and Climate

The foundation for Earth's global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy's re-radiation into space.

# data[].attributes.attachment_link.title
P.5 Electromagnetic Radiation - OpenSciEd

# data[].attributes.attachment_link.description
Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnetics or electric currents can cause magnetic fields; electric charges or changing magnetic fields can cause electric fields.

# data[].attributes.body
GIF showing how engineers launch giant battleships from boatyards - into the water.

# data[].attributes.attachment_link.description
This is how engineers launch giant battleships from boatyards - into the water.