Rolling Force Investigation

Overview

Students explore how forces affect motion by running a class investigation called the Rolling Ball Experiment. Using a ramp (plank) and a rolling object, students test how changing one variable changes how fast the ball travels, linking their observations to the role of gravity and friction.

Learning intentions

• Students will describe how forces can change the speed and direction of a moving object.
• Students will plan a fair test by deciding what to change, what to keep the same, and what to measure.
• Students will collect and record data from a simple investigation about a rolling ball.
• Students will communicate findings using science vocabulary (force, gravity, friction, speed).

Success criteria

• I can explain that gravity pulls objects downward and affects how they move.
• I can say that friction can slow moving objects down.
• I can identify the variable I changed and the variable I kept the same in my test.
• I can write a clear result using data and compare it to another group’s result.

Curriculum links

• Science Understanding: Forces can act through direct contact or from a distance and affect the motion of objects (speed and direction).
• Science Inquiry: Plan and conduct a fair investigation by identifying what to change and what to keep the same, and consider safe use.
• Science Inquiry: Communicate observations and findings for an audience using scientific vocabulary.
• Science Inquiry: Compare findings with others and discuss whether tests were fair to draw conclusions.

Lesson structure (60 minutes)

1. 0–5 min · Hook and goal. Teacher shows a short demonstration: a ball rolls down a plank with different outcomes (slow vs fast). Students predict what makes the ball roll faster.
2. 5–15 min · Mini lesson: forces in motion. Teacher explains gravity (pulls objects towards Earth) and friction (pushes against motion and can slow things down), linking to rolling. Students share one example of friction slowing objects in real life.
3. 15–22 min · Set up the investigation. Teacher introduces the Rolling Ball Experiment worksheet and the class roles (timer/measurer, observer/recorder). Students gather materials: books, plank, ball, stopwatch, ruler/tape measure.
4. 22–35 min · Direct instruction on fair testing. Teacher models one example fair test: keep plank length and starting position the same, then change ramp height (using book stacks) to affect speed. Students practise filling in the worksheet:

• What we will change
• What we will keep the same
• What we will measure (e.g., time to travel a set distance)

5. 35–48 min · Group investigation rounds (data collection). In groups, students run 2–3 trials for their chosen variable. They measure time for the ball to travel a marked distance (e.g., 1 metre) and record results. Teacher circulates, checking fair-test features and safe handling of the plank.
6. 48–54 min · Compare findings. Groups share one result (their fastest time and the variable they changed). Whole class creates a simple class table on the board (variable → time results). Students discuss which results match and any differences, considering whether tests were fair.
7. 54–60 min · Quick communicate and exit ticket. Students complete a brief written response: “Our variable was _____. We kept ____ the same. The ball rolled faster/slower because ____.” Teacher collects exit tickets to assess understanding.

Resources

• Some books (for adjustable ramp height)
• A solid plank (or straight board) for a ramp
• Spherical rolling object (ball)
• Stopwatches (or one per group, if available)
• Ruler or tape measure (for measuring distance travelled)
• Rolling Ball Experiment worksheet (teacher print)
• Marker tape or chalk to mark the start point and finish distance
• Data recording sheets or worksheets
• Classroom safety checks: stable area, clear walkways, no throwing balls
• Board/whiteboard for class results table

Assessment

• Teacher uses an observation checklist during group work: fair test planning (change/keep/measure) and accurate data recording.
• Students’ worksheet sections are reviewed for identifying the variable and the measurement method.
• Exit ticket (last 6 minutes) checks understanding of gravity/friction and whether students can link their variable choice to changes in speed.

Differentiation

• Support: Provide sentence starters on the worksheet, such as “We changed… We kept… We measured… Our data showed…”.
• Support: Use a class example trail (teacher model) before groups begin, and offer a “ready-made” variable option list (ramp height, starting angle via height, surface grip using paper/towel, different distances if appropriate).
• Extension: Challenge students to suggest a second fair test to confirm their explanation (e.g., repeat with a different surface or a different distance while keeping other factors the same).
• EAL/SEN: Allow oral recording options or paired work for reading the procedure; use visual cues (start line, distance marker, stop when reaches finish).

Extension (optional)

• SKIP