Often, because they fail to understand the relationships underlying the problems, they simply memorize techniques for the problems they have seen and are unable to apply those techniques to different, yet related, problems. Computer models provide students with another means of expressing the relationships among the concepts. When the diagram for one model is visably similar to another model, the inherent structure of the problem becomes apparent. In addition, having the ability to manipulate the values in a model to represent a variety of scenarios and to create graphs as the model runs gives the student an efficient and dynamic way to test a variety of hypotheses, leading to richer problem solving experiences. Through models, students even have the opportunity to solve problems which they could not solve mathematically or for which they are unable to collect real data.
Models are also useful in the study of chemistry and earth science.
Physical events such as volcano eruptions, earthquakes and hurricanes are exciting to see on television and through web pages, but students have no opportunity to experiment with the forces behind the event. Representing these phenomena through computer models allows students to control variables to see their impact on the severity of the event under study. Creating models of the hydrologic cycle and the rock cycle gives the students a deeper understanding of the concepts and processes underlying those systems. The study of gas laws, kinetics and equilibrium in chemistry comes alive when students are able to manipulate models and compare model results to theory and lab results. After validating their model through data and theory, they may use their model to test what-if scenarios.