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

• 6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.
• 9-12: 11B/H1a. A mathematical model uses rules and relationships to describe and predict objects and events in the real world.
• 9-12: 11B/H2. Computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive. Therefore, computers can reveal the consequences of applying complex rules or of changing the rules. The graphic capabilities of computers make them useful in the design and simulated testing of devices and structures and in the simulation of complicated processes.
• 9-12: 11B/H3. The usefulness of a model can be tested by comparing its predictions to actual observations in the real world. But a close match does not necessarily mean that other models would not work equally well or better.

• 9-12: 12B/H4. Use computer spreadsheet, graphing, and database programs to assist in quantitative analysis of real-world objects and events.

• A-CED.3 Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context.

• F-IF.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.^?
• F-IF.6 Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

• F-LE.1.b Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
• F-LE.5 Interpret the parameters in a linear or exponential function in terms of a context.

Student modeling provides a great opportunity for kids to test and apply their own prototypes to explain and predict physical phenomena. This model includes explicit step-by-step directions for building the computer model with Easy Java Simulations, a program that greatly reduces the amount of programming required. It asks students to develop a computer model for a ball moving vertically under the influence of gravity. Editor's Note: The activity requires that students have first collected data of a basketball or volleyball bouncing under a motion detector.

• Conceptual Physics Modeling Motion Unit
• Algebra-Based Physics Modeling Motion Unit
• AP/Calculus-Based Physics Modeling Motion Unit