Unit 3 — Forces, Motion, and Ramps
Description
Students explore gravity, friction, and speed through designing and testing ramps. They identify the forces at work when objects move, predict outcomes, and systematically change variables to observe effects. Students design ramps of varying heights and surface materials, test how different objects move down them, collect quantitative data, and graph results to draw conclusions about relationships between angle, surface, and speed.
Essential Questions
- How do gravity and friction affect motion?
- What happens when we change one variable in a system?
- How can we use data to improve a design?
Learning Objectives
- Identify and describe forces affecting motion
- Predict how changing ramp height or surface affects speed
- Design and build a ramp that meets specific criteria
- Conduct fair tests by controlling variables
- Collect and organize quantitative motion data
- Interpret graphs to identify patterns and relationships
- Suggest design improvements based on test results
Supplemental Resources
- Rulers and meter sticks for measuring
- Stopwatches for timing trials
- Graph paper for recording and displaying data
- Markers for labeling ramp materials
- Chart paper for displaying class results
Engineering, Technology, and Applications of Science
Physical Sciences
Data and Analysis
Engineering Design
Crosscutting Concepts
Disciplinary Core Ideas
Digital Literacy
Measurement
Number and Operations in Base Ten
Operations and Algebraic Thinking
Science and Engineering Practices
Standards for Mathematical Practice
Students engage in scientific and technical writing throughout STEM investigations. They document observations, create digital reports of findings, communicate design solutions, and record data using word processing and presentation tools. Students develop vocabulary through exploration of natural and engineered systems.
Students apply mathematical skills to analyze and interpret data from STEM investigations. They measure distances, record heights of plants, create graphs and line plots, calculate area and perimeter of structures, and use mathematical reasoning to solve design problems. Students employ data collection strategies and statistical analysis.
Formative Assessments
- Predictions about object motion before testing
- Observations during ramp building
- Speed measurements using stopwatches and distance markers
- Data recording on student sheets
- Comparison of different surface materials
Summative Assessment
Designed ramp tested for consistency and speed; student-created graph showing relationship between variables; written explanation of results and improvements
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through verbal descriptions of forces and motion observations during teacher-led conversations or small group discussions. Picture cards, physical demonstrations, or simplified data collection sheets with visual aids may support participation in ramp design and testing activities.
IEP (Individualized Education Program)
During hands-on ramp investigations, provide graphic organizers that separate the prediction, observation, and conclusion steps so students can process and record information in smaller, structured chunks. Allow students to verbally share predictions and results rather than relying solely on written responses, and consider offering pre-labeled data tables to reduce the cognitive load of organizing quantitative measurements. When interpreting graphs, pair visual models with guiding prompts that direct attention to specific features, such as which bar is tallest or which line rises, to support pattern recognition.
Section 504
Ensure students have access to a distraction-reduced workspace during timed trials and data collection, as the active, materials-rich environment of ramp testing can make sustained focus challenging. Provide extended time for completing data sheets and written explanations of results, and allow preferential positioning near demonstration areas so students can clearly observe ramp setups before working independently.
ELL / MLL
Build key vocabulary — such as force, friction, gravity, angle, and variable — using labeled diagrams, real objects, and brief video clips before and during investigations so that content language is connected to concrete experience. Provide simplified written directions paired with visual step-by-step cues for ramp-building and data collection procedures, and encourage students to record initial observations or predictions in their home language before translating ideas into English.
At Risk (RTI)
Begin instruction by connecting ramp motion to familiar, everyday experiences — such as sliding down a playground slide or rolling a ball — to activate prior knowledge and build confidence before introducing formal concepts like variables or quantitative data. Reduce the number of variables tested at one time so students can focus on understanding one relationship clearly before adding complexity, and provide partially completed data tables that give students a starting structure for organizing their measurements.
Gifted & Talented
Challenge students to go beyond describing observed patterns by developing a written or visual argument that explains the physics principles — such as the relationship between gravitational potential energy and speed — behind their data trends. Encourage students to design a multi-variable investigation that examines how combinations of surface material and angle interact, and to consider real-world engineering applications, such as how road designers or theme park engineers use similar principles when planning inclined surfaces.