This paper presents a study about using scientific simulations to enhance the process of mathematical modelling. The main component of the study is a lesson whose major objective is to have students mathematise a trajectory of a projected object and then apply the model to formulate other trajectories by using the properties of function transformations. It was hypothesised that situating the lesson in a modelling environment would enhance the meaning of transformations that are not often conceptualised in mathematics textbooks. The lesson is guided by inductive reasoning. As a medium of data gathering, a free simulation called "Projectile Motion" was used (available at http://phet. colorado.edu/sims/projectile-motion/projectile-motion_en.html). The inductively organised stages of the activity described in this paper were conducted with a group of (N = 22) mathematics students in a high school in Texas. The students' verbal reflections upon this type of novel learning environment supported the study hypothesis. Their perception of the process of studying function transformations has evolved into a meaningful and purposeful experience. Although, the unit was developed for high school math curriculum in the US, its objectives reflect the aims and scope of Australian math curriculum. The Victorian Certificate of Education Study Design (VCAA, 2010) states that students should model investigate and solve problems in unfamiliar situations. The proposed lesson supports this aim.