Emotional Speed with Balls and Ramps

Designed By: Andress Carter-Sims, Burton-Pack Elementary

Grade Level: Five          Subject: Science

South Carolina Science Standard(s): Physical Science (IV. B.1.c). Investigate the variables that affect speed (e.g., ramp height/length/surface, and mass of object).

Overview: During the hands-on exploration activity, the students will use a variety of materials to investigate how the mass of an object and the height of a ramp affect the speed of a ball. Through this activity students will discover how variables can change the outcome during a science experiment although the materials remain constant. During the activity the terms speed and momentum will be used synonymously. As the activity is completed students should be able to apply the knowledge gained.

Focus Essential Question(s): What could you do to increase or decrease the speed of a ball traveling down a ramp? What mass of a ball would you select to increase or decrease the speed at which a ball would travel down a ramp? What strategy would you use to measure the speed of a ball traveling down a ramp?

Time Frame: Four forty-five minute class periods

Resource Materials: 
* Chart paper 
* Marker/crayon/pencil 
* One bucket 
* Changing Balls and Ramps Assessment Sheet For each group
 * 2 Empty soda cans or paper or plastic cups 
* Dry erase marker 
* Data collection sheet 
* 2 ramps per group or rulers may be used that have the grooves in the middle of them 
* Variety of balls two of each kind 
* Blocks or books for elevation of ramps 
* Chalk and chalkboard (optional) 
* Overhead and overhead pen (optional)

Culminating Assessment: During the culminating assessment the teacher will observe to score a portion of the culminating assessment. As the teacher walks around to observe he/she will ask students to create two ramps of different heights and without testing, identify the ramp that would create the greatest amount of speed/momentum. Next the students will be asked to create two ramps of the same height and select two balls with different masses and identify the one that will have the greatest amount of speed without testing. The second part of the culminating assessment will require students to complete the Changing Balls and Ramps Assessment Sheet that will allow them to demonstrate their mastery of the skill.

Rubric for Assessment Sheet 

Rubric for Performance Assessment 

Name: ________________________________ 

Date: _________________________________

Changing Balls and Ramps Assessment Sheet

1. Circle the letter next to the ramp that would create the highest speed/momentum.

A. B. C.

2. Describe what would happen if these three balls were released from these three ramps at the same height at the same time.

3. If an empty plastic cup were placed at the end of each ramp and a ball was released to hit the cups, which cup would move the farthest? Why?

A. B. C.

Data Collection Sheet for Each Group

Names: ________________________________________ 

Date: __________________________________________

Data Collection Chart

Instructional Activities: 

Activity One: 

The teacher will introduce the activity through a discussion on motion with the students. The class should discuss and list objects that move and why or how these objects speed up or slow down. The teacher should record student comments on the board or overhead.

The teacher should now place the students into groups of two, no more than three. Each group should be given a ramp source, two balls of the same kind and blocks or books for elevation. Each team should be asked to set up two ramps with one block for elevation. Each group should then test each ramp one at a time to be sure that the balls will roll properly. Note: Testing of the ramps should occur more than once with each experiment. A block or book should be placed at the end of the ramp to stop the ball. As students test the teacher should constantly monitor to be sure that students are using proper experimental procedures.

After testing the ramps, the teacher should instruct the students that they are to allow the two balls to roll down the ramp at the same time and record on the data collection sheet what affect occurred the most. Date collection No#1 Example: "Both of the balls got to the bottom of the ramp at the same time." Results should be recorded using complete sentences. Students should again test this experiment several times. Students should test several times to be sure of their result. After the students have had a chance to test, the teacher should hold a short discussion as pairs share their result. Note: Two balls of the same mass that roll down two different ramps at the same height should reach the bottom of the ramp at the same time. If this is not the result for each group, continue on with the experiment. Hopefully as students experience several variables they will come to the final conclusion. You may want to demonstrate for students to prove this fact. Also for students who do not get this result, discuss with them how "close" the race to the bottom of the ramp was. Under perfect conditions and fair testing the balls should get to the bottom ramps at the same time.

Activity Two: 

The teacher should review the last experiment with the students and go on to discuss that they will now change one variable at a time and again record their results. Note: With each experiment students should test several times. The result that occurred the most should be recorded on the data collection sheet.

Now the students should be instructed to place one ramp a little higher than the other. The teacher should say to the students that the variable that has been changed is height. Students should test the ramps both at the same time allowing the balls to be released simultaneously. Again a block should be placed at the end of the ramp to stop the ball. The ball that hits the block at the bottom of the ramp is the ramp with the most speed. Note: Students may want to label the ramps using the letter "A" and "B" to keep data clear. After testing, the data collection sheet should be filled in. Data collection No#2

A discussion should be held again to discuss which ball had the greatest amount of speed or momentum. Which ball reached the bottom of the ramp first? Why?

After the groups share their results the teacher should allow time for students to only change the height of the ramps while still continuing to work with the same two balls for a few minutes. Students may make the ramps whatever height they like, working with the materials provided. As they test the speed or momentum of the balls on different ramp heights the teacher should walk around and monitor. The teacher can ask such questions as, "Which ramp causes the ball to have the greatest or least amount of speed or momentum?" Students should be encouraged by the teacher to test the ramps at as many different heights as possible remembering to release the balls at the same time.

Now that students have had a chance to explore the teacher should draw two different ramps on the board and have students select the ramp that would have the greatest amount of speed. Next the teacher should add a third ramp remembering to show the elevation of each and have students to select out of the three ramps which ramp would have the greatest speed/momentum. Note: The teacher could continue to add until he/she feels that most students have mastered this concept. Students should select the highest ramp as the one with the greatest speed/momentum.

Activity Three:

To begin activity three the teacher will discuss with students the term variable again. Explaining that this is what can be changed in an experiment. Next the teacher will ask the students to again create two ramps that both have an elevation of one block/book. Next the teacher will take a ball from each group and provide each group with a second ball that has a different mass than the first. Note: The teacher may choose to use a dry erase marker to write the mass of each ball on the ball. This writing can be removed with water after the experiment is completed.

Before testing the balls each group could predict which ball will have the greatest amount of speed on two ramps with the same height. The small groups may then test to see if their prediction is correct.

After testing is completed the small groups should record their results on the data collection sheet. Data collection No#3 As the students test the teacher should constantly monitor to be sure that students are using proper experimental procedures.

Once each group has recorded the data students should share their results. The teacher should correct any incorrect data and demonstrate if necessary.

After discussing the teacher should announce to students that a bucket of balls with different masses has been placed in the front of the room. One student at a time from each group may come up to select two different balls with different masses and test them on two ramps with the same elevation. Students may not change the elevation during this test.

Students should be allowed to explore this variable change for several minutes as the teacher monitors and has groups to predict which ball will have the most speed/momentum before they actually test. Note: Although the ramps are the same height and the balls have different masses they should hit the bottom of the ramp at the same time.

Activity Four:

During the first part of the culminating assessment the small groups will create two performance assessments. Definition: Performance assessment- students complete a hands-on task using manipulatives. The teacher will observe the students as he/she goes around the room asking groups to create two ramps and identify the one out of the two that will cause the greatest amount of speed. Next, the teacher will ask the groups to create two ramps of the same height, any height they choose and select two different balls of different masses and identify the ball that will have the greatest amount of speed.

During the third part of the culminating assessment the students will individually complete the Changing Balls and Ramps Assessment Sheet. Provided earlier in the lesson.