To perform the tests, create a "race track" and position five students armed with stop watches at various points along the track. to share. (minimum of 10) must be labeled and described from start (a) to finish (b). I have a ramp set up in the middle of the classroom. videos and take their own notes. They may use Hot Wheel cars, wind-up cars, or remote control vehicles. To perform the tests, create a "race track" and position five students armed with stop watches at various points along the track. We will test how changing the surface affects the car later in the year (I already have this experiment planned for the unit on forces and motion but when it comes time they will think they came up with it). I select a couple to share the following day. Targeted concepts:  Speed, acceleration, labs. In doing so, they are identifying and controlling variables, and building scientific thinking skills. I have students who struggle with copying information neatly and quickly, and others who have a difficult time focusing on discussion when copying. They had to write down 2-3 observations to share with their classmates. Before making accelerometers (see worksheet), I asked students for a definition of acceleration and gave them a mini quiz on acceleration that consisted of examples of acceleration and deceleration. They tell me to raise the ramp. For the first part of the experiment, students use a timer to determine the number of "chomps" they can make in 10 seconds. that involves classroom and online activities. I will add activity ideas! It is a PowerPoint file, so you can edit the faces of the cube to make your own challenges. This provides students with some background knowledge that will help them connect to new knowledge later in the year when we cover standard 5-PS2-1 on gravity. server/website. Other groups had much larger differences between distances at the different ramp heights such as 40 - 50 cm. the Simply Machines project listed above. They return to their seats to analyze their data and write their conclusion. out the presentation file for more details about the In an experiment into the relationship between force, mass and acceleration a toy car of different masses runs down a ramp. All the sites are listed on When students complete all three trials of the experiment, they clean up their materials and put them back on the table. What reasoning led to the interpretation of the data and the conclusion? There were very few differences in outcomes. I tell them that I want to try and get the car to travel further, all the way across the room if I can. Building Big website (listed on the For students without internet, they will receive Toy car on an incline 1 Toy car on an incline The aim of the experiment is to explore the basic features of the motion of a body on an incline. I also have them draw a model of the experiment on the outside of their foldable and label what is happening. (T. I gave the students time to experiment with their new devices in the hallway. (T. This is something that many students forget.

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