Testing Ramp Forces

Overview

Students test how different pushes and pulls change how far and how fast objects move on ramps. They conduct a fair test, record results using a simple representation, and compare findings to explain the role of friction and gravitational force.

Learning intentions

WALT: Conduct experiments to test the effects of different forces on ramps.

Students will:

• plan and run a fair test to investigate push/pull effects on a ramp
• predict what might happen using observations from earlier lessons
• record measurements and organise data in a table
• discuss variations in results and whether the test was fair

Success criteria

• I can perform a controlled ramp investigation safely and consistently.
• I can record distance travelled (and/or time) in a clear table.
• I can use my data to explain how push vs pull affected movement.
• I can identify at least one possible reason my results may differ from others.

Curriculum links

• Science — AC9S4U03: identify how forces can be exerted by one object on another and investigate the effect of frictional and gravitational forces on the motion of objects.
• Science — AC9S4I02: use provided scaffolds to plan and conduct investigations, including identifying fair test elements and safe use of equipment.
• Science — AC9S4I04: construct and use representations (tables/graphs) to organise data and identify patterns.
• Science — AC9S4I05: compare findings with others, consider if investigations were fair, and draw conclusions based on data.

Lesson structure (45 minutes)

1. 0–5 min · Hook and question

• Teacher demonstrates two quick trials: one with a light push, one with a stronger push on the same ramp setup, without changing anything else.
• Students turn-and-talk: “What force is changing, and what might happen to the distance?”

2. 5–12 min · Mini direct teach: fair test + how to measure

• Teacher co-constructs the fair-test checklist on the board: same ramp height/surface, same object, same start position, same release method, same observation method.
• Students repeat the plan using a scaffold: “My variable is…, I will keep constant…, I will measure…”

3. 12–22 min · Investigation setup (pairs)

• Teacher models correct ramp start position and demonstrates measuring distance from the start line to where the object stops (and/or how to start/stop a timer consistently).
• Students in pairs assemble ramps, choose their “push or pull” method, then run 1–2 practice runs to check the measurement.

4. 22–35 min · Main trials + recording data

• Teacher circulates, checks for fairness (constants) and safe handling, and prompts students to record during the trial.
• Students complete a class scaffold table: Trial, force type (push/pull strength or method), start-to-stop distance (cm), and a notes column for unexpected events (e.g., object veered, hand contact too long).

5. 35–42 min · Compare and explain variations

• Teacher leads a guided discussion: “How did distance change when we changed the push/pull? Were our results similar or different?”
• Students compare their table to another pair’s results, then identify one reason variations may have happened (e.g., slight start position changes, friction differences, release method).

6. 42–45 min · Exit ticket (quick check)

• Teacher collects a brief exit slip: (1) one claim about how forces affected motion, (2) one fair-test constant, (3) one reason results might vary.
• Students complete individually while teacher gathers materials.

Resources

• Ramps (straight plastic/wood) and supports/clamps to hold height
• Assorted objects of similar mass/shape (e.g., small blocks) or one standard puck per pair
• Tape measure or ruler (centimetres) and masking tape to mark start line
• Stopwatch/timer (phone timers allowed if permitted) or pre-set timing cards
• Materials for push/pull testing (e.g., ruler “pusher”, string attached to a handle for gentle pulls, low-friction line guide if available)
• Investigation scaffold table (printable)
• Safety glasses (optional depending on school policy) and clear classroom safety reminders
• Data wall/chart paper or board space for class summary

Assessment

• Observation during trials: teacher checks that students maintain constants and record immediately.
• Formative questioning: “What is your variable? How do you know it stayed fair?”
• Exit ticket: evaluates claims, use of data, and understanding of fair test elements.

Differentiation

• Pair work (as requested): allow roles (measurer, recorder, tester) so all students contribute.
• Sentence starters for discussion: “Our results show…”, “We kept constant…”, “A possible reason our results were different…”
• Scaffolded recording: provide a partially completed table or a checklist for fair-test elements for students who need support.
• Extension for faster groups: test a second ramp surface (e.g., cloth vs smooth paper on ramp) and predict how friction might change results, then record an extra line in the table.
• For students needing additional challenge: ask them to suggest one improvement to increase fairness (e.g., same release height, same push length, consistent pull force method).