# Lesson - Ramp It Up!

### Overview

Title: Ramp It Up Challenge
Duration: Two – 45 Minute Lessons

Science – SC.4.P.10.1

Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion (kinetic energy).

Mathematics – MAFS.K12.MP.1
Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category,and identify right triangles.

Language Arts – LAFS.4.L.3.4

• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
• Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
• Consult reference materials (e.g., dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.

### Objectives

The student will ….

• Engage in dialogue with the science and math terms presented.
• Make reasonable predictions about both potential and kinetic energy.
• Use information, observations, and knowledge to revise designs and answer the guided questions throughout the lesson.
• Have reasonable knowledge of energy in motion.

### Prediction

Before students test out ramps, have kids make predictions:

• How does the height of the ramp have any effect on the speed and or distance of the ball?
• How do different angles affect the speed and distance of a ball ?
• Which ramp do they think will make the ball go the farthest and the fastest?

### Materials

Student group tables will have:

• Tennis balls
• Duct tape (painter’s tape may not as sturdy but it’s easier to remove)
• Ruler
• Pencil
• Blocks
• Paper

### Procedure

Prior to starting students MUST put their engineering hats on.

Engineers use the engineering design process when solving a problem. They should use this process as they create the design of the ramp(s).

The engineering process involves 5 main steps. Review this process with them. Students should answer questions on a separate sheet of paper

2. IMAGINE at least two possibilities for design.
• What could be some solutions?
• Brainstorm ideas.
3. PLAN the design before building.
• Combine ideas to come up with a final design.
• Make a list of the materials needed.
4. CREATE at least one design solution.
• Follow the plan and create it.
5. IMPROVE the current design based on evidence around the original design criteria.
• Make the design better.
• Test it out!

### After

• Have kids select a group of 3 blocks to create height of ramp.
• Have them secure the ramp with tape.
• Place ruler at an angle over the blocks to create an off-ramp.
• Secure with tape.
• Measure angle(s) of ramp.
• Roll the ball to investigate speed and distance.
• Have kids measure the distance produced by each ramp.
• Use the timer to determine which ramp makes the balls go faster.
• Complete the process again increasing the height of the ramp by 5, 7, 9 etc…
• Compare the findings.

### Summative Reflective Assessment

Students will write a reflection paper on their experience and the knowledge they gained during the learning challenge.

Use the following questions as a guide.

• Was your first design successful? Why or why not?
• Did the data your group collected throughout the challenge help the group make decisions?How?
• How did your group decide which building materials would be used?
• What modifications were made to your original design? If these proved successful, explain why?
• What contributions did you make as a member of your group when completing this challenge?