ball bounce model

For Teachers

- balldropbounce4x.mp4
- balldropbounce4x.avi
- balldropbounce4x.html
- .DS_Store

Software Requirements


Android iOS Windows MacOS
with best with no no need Java
need Java
support full-screen? no no Yes Yes
cannot work on no mobile browser  understand Java....
no mobile browser  understand Java.... install Tracker from
install Tracker from



Author: video: byran model: lookang
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end faq

 Computational Thinking

  • Students observe the motion of a bouncing ball and are challenged to describe its motion.

  • Students take a video of the actual motion of the bouncing ball (concrete representation) and analyse its motion using more abstract representations such as motion diagrams and graphs, with the aid of the Tracker software (see Fig. 1 and Fig. 2)).

  • Students explain the motion of the bouncing ball by drawing conceptual links between motion, force (with the aid of free- body diagrams) and energy.

Extension: students use a computer simulation ( s_2kinematics/ejss_model_freefall01/freefall01_Simulation. xhtml  ) to consolidate, apply and extend their learning for different scenarios, with particular focus on the mathematical representation of motion (e.g. modelling motion with and without air resistance).

  • Computational thinking data practices (e.g. collecting, manipulating, analysing and visualising/representing data) and modelling motion of objects mathematically

  • Students experience translating a physical phenomenon in its concrete representation (i.e. data in the form of actual videos of moving objects) to more abstract graphical forms. They learn the importance of calibration, choice of reference point and explicating data frame-by-frame that allows for valid and useful analysis. In doing so, students better understand how the various representations relate to kinematics concepts (e.g. displacement, velocity and acceleration).

  • Students learn to interpret the given representations and to translate between different representations, and to assess the strengths and weaknesses of different representations.

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