Unit 3 — Forces, Motion, and Ramps
Description
Students investigate forces including gravity and friction through the design of ramps. Using the engineering design process, students plan, build, test, and refine ramps to control the speed and distance of rolling objects. Students collect quantitative data on how different surfaces and inclines affect motion, graph results, and make predictions. This unit develops understanding of how materials and angles influence outcomes.
Essential Questions
- How do friction and gravity affect motion?
- How can we control the speed of a rolling object?
- What data does a good experiment produce?
Learning Objectives
- Understand that friction opposes motion and gravity pulls objects down
- Design a ramp system to control speed and distance
- Measure distance and speed accurately using tools
- Collect and organize data in tables and graphs
- Analyze data to identify patterns and make predictions
- Iterate designs based on test results
Supplemental Resources
- Rulers and measuring tapes for recording distances and heights
- Stopwatches or timers for measuring speed trials
- Graph paper for plotting ramp experiment results
- Clipboard with attached data collection sheets for outdoor testing
Algorithms and Programming
Data and Analysis
Engineering Design
Physical Sciences
Standards for Mathematical Practice
Formative Assessments
- Ramp design sketch with labeled variables
- Observation of testing procedure and data recording
- Data table showing multiple trials of ramp speeds
- Comparison of predicted versus actual results
Summative Assessment
Ramp design that successfully achieves student-set speed or distance goals with supporting data
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through hands-on manipulation of ramp materials with teacher guidance and verbal explanation of how friction and gravity affect the rolling object, rather than independent design and measurement. Visual supports such as labeled diagrams of ramps and data collection sheets with picture symbols may be provided to support planning and recording observations.
IEP (Individualized Education Program)
During hands-on ramp investigations, provide picture-supported recording sheets with pre-drawn table structures so students can focus on observing and comparing results rather than generating their own organizational format. Allow students to dictate observations and predictions to a teacher or aide rather than recording independently, and accept drawn representations of ramp designs in place of written labels. Break the testing procedure into numbered visual steps displayed near the work area so students can follow along with greater independence during each trial.
Section 504
Provide preferential seating near the demonstration area during whole-group instruction to support focus and access to visual modeling of ramp setups. Allow extended time during testing and data recording phases, and minimize auditory and visual distractions in the workspace when students are collecting and comparing measurements.
ELL / MLL
Support understanding of key vocabulary such as gravity, friction, incline, and distance with illustrated word cards or a classroom anchor chart that pairs each term with a simple diagram or photograph. Give directions for testing procedures in short, clear steps and check for understanding by asking students to show or demonstrate what they will do before beginning. When possible, allow students to discuss observations with a partner who shares their home language before sharing with the group.
At Risk (RTI)
Connect the unit to familiar, everyday experiences — such as sliding down a playground slide or rolling a ball across different floors — to build entry points before formal investigation begins. Reduce the number of variables students are asked to manipulate at one time, starting with a single change such as ramp height, so early testing feels manageable and success is achievable. Use structured recording sheets with visual prompts and sentence frames to support participation in data discussions.
Gifted & Talented
Invite students to independently generate and investigate their own testable questions about ramp design, such as exploring how the shape or weight of an object affects distance, and to develop a rationale for their variable choices based on prior trial data. Encourage students to look for mathematical relationships in their data — such as whether doubling the height doubles the distance — and to communicate their findings through a simple presentation or visual display for the class.