The Arizona STEM Acceleration Project

Which Ramp Angle Produces the Fastest Speed?

Which Ramp Angle Produces the Fastest Speed?

A 7th grade STEM lesson

Author: Georgina Matzkin

Date: 10-15-23

Notes for teachers

• This lesson takes place in a classroom for two hours.
• This lesson explores how the angle of a ramp can affect the speed of a hot wheels vehicle. Students will determine which angle results in the fastest speed and calculate its speed.
• It is recommended that groups of 4 be formed so everyone can help with the set up.
• It is also recommended that you review how to use a protractor to measure angles with the class before you start this lab.
• Calculate your largest class and then determine how many groups you will have. Each group will need the materials listed on the side.
• I suggest you have extra hot wheels vehicles because some tend to go sideways or the wheels are not as smooth.

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List of Materials

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Each group will need the following:

• One hot wheels vehicle
• Small white board (to be used as a ramp)
• Several books/notebooks for height
• Protractor
• Meter Stick
• Ruler
• Stopwatch
• Masking tape
• Calculator

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Standards

Physical Science Standards:

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7.P2U1.2 Develop and use a model to predict how forces act on objects at a distance.

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7.P3U1.3 Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force.

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Science and Engineering Practices

●ask questions and define problems

●develop and use models

●plan and carry out investigations

●analyze and interpret data

●use mathematical and computational thinking

●construct explanations and design solutions

●engage in argument from evidence

●obtain, evaluate and communicate information

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Standards

Math Standards:

7.G.A: Draw, construct, and describe geometrical figures, and describe the relationships between them.

7.RP.A.1:Compute unit rates associated with ratios involving both simple and complex fractions, including ratios of quantities measured in like or different units.

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Objectives:

• I can write a hypothesis using “if”, “then”, and “because” indicating which angle will produce the fastest speed in 1 meter.
• I can measure the height of books in centimeters.
• I can measure the angle made from the height of the books.
• I can time and record how fast the hot wheels vehicle travels in 1 meter.
• I can calculate the speed of the vehicle at different angles.
• I can determine the independent and dependent variables in this lab.
• I can create a scatter plot graph and conclude which angle gives the fastest speed.

Agenda

Day 1

• Teacher reviews how to use a protractor and how to read angles on it.
• Review how to calculate speed:

Speed= Distance/time

• Review the lab’s procedure (see slide 8) and the importance of using masking tape to mark the 1 meter mark. Masking tape should be on the ramp, where the vehicle will sit before it is let go and at the end.
• Students will write a hypothesis using “if”, “then” and “because” statements.
• Students will measure each angle to determine which ones results in the faster speed.
• Students will time the vehicle in seconds to see how long it took to travel 1 meter with that particular angle.

Day 2

• Students can finish obtaining their angle data if they didn’t finish the prior day.
• Students should use the same car as the prior day.
• Students can use a calculator to calculate the speed.
• Students will then graph results, determine the independent and dependent variable as well as which angle produced the fastest speed.

Intro/Driving Question/Opening

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Have you ever wondered if speed is affected by the height of a ramp? Today we will be using hot wheels vehicles to test which angle or height gives the fastest speed for the vehicle

Take a moment to imagine the scenarios. Now write your hypothesis on the “Motion Lab” indicating if larger angles or smaller angles will result in a faster speed. Please use “if”, “then”, and “because” when writing your hypothesis.

Hands-on Activity Instructions

• Groups of 3-4 are suggested.
• The procedures are written on the “Motion Lab”.
• It is important that students remember to measure each book height as well as its angle (with a protractor). I suggest you go around each group and make sure their height is measured in centimeters and that the angle is measured correctly. Otherwise, their data will be inaccurate (many times students will measure in inches instead of centimeters).
• Also check that students mark where they will begin with masking tape as well as where they will end, at the 1 meter mark. Remind students that the 1 meter mark begins where the vehicle starts. Many times they want to begin the 1 meter at the end of he ramp.

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Assessment-Short answer

1. Examine your data and explain which angle was the one that gave your hot wheels vehicle the fastest speed. Use your data as evidence. Explain why you think this angle worked the best.
2. Explain which angle gave your hot wheel vehicle the slowest speed? Why do you think this happened.

Differentiation

• Teacher can decide which angles students will use, instead of having students investigate for themselves.
• The teacher can also do this as a class demonstration where students read the angle and measure the height as a class. Students record their data as a class as well.

Remediation

Extension/Enrichment

• Each group provides their fastest speed with the angle/height used and the teacher records that information on chart paper.
• Each group will then test the angles/height on the chart paper and see if that angle provides the fastest speed for the hot wheels vehicle at the 1 meter mark.
• Students discuss their results as a class and make a conclusion about the fastest angle that would provide the fastest speed for the hot wheel vehicle.