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Science NetLinks: Ramps 2: Ramp Builder
published by the American Association for the Advancement of Science
This project-based lesson plan is designed as a follow-up to Ramps 1 (see Related Items below).  In this activity, students design, build, and test their own ramps.  They explore the suitability of various materials, work cooperatively to improve products, and reflect on which construction techniques were most effective.  Included is a printable student data sheet.  This is part of a larger collection of lessons, all of which are aligned with specific AAAS Benchmarks for Scientific Literacy.
http://web.archive.org/web/20200204015755/http://sciencenetlinks.c...
Subjects Levels Resource Types
Classical Mechanics
- Motion in One Dimension
= Acceleration
= Gravitational Acceleration
- Work and Energy
= Simple Machines
- Elementary School
- Instructional Material
= Activity
= Lesson/Lesson Plan
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Free access
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© 1998 American Association for the Advancement of Science
Keywords:
K-5 lesson plans, acceleration, elementary lesson plans, elementary physical science, inclined plane, motion, simple machine, standards-based lessons
Record Cloner:
Metadata instance created February 20, 2008 by Caroline Hall
Record Updated:
February 24, 2025 by Lyle Barbato
Last Update
when Cataloged:
January 31, 2008
Other Collections:

Next Generation Science Standards

Motion and Stability: Forces and Interactions (K-PS2)

Students who demonstrate understanding can: (K)
  • Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. (K-PS2-1)
  • Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. (K-PS2-2)

Engineering Design (K-2-ETS1)

Students who demonstrate understanding can: (K-2)
  • Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. (K-2-ETS1-1)

Crosscutting Concepts (K-12)

Cause and Effect (K-12)
  • Simple tests can be designed to gather evidence to support or refute student ideas about causes. (K-2)
Systems and System Models (K-12)
  • Systems in the natural and designed world have parts that work together. (K)
Science is a Human Endeavor (3-12)
  • Science affects everyday life. (3-4)

NGSS Science and Engineering Practices (K-12)

Analyzing and Interpreting Data (K-12)
  • Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. (K-2)
    • Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-1)
Asking Questions and Defining Problems (K-12)
  • Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. (K-2)
    • Define a simple problem that can be solved through the development of a new or improved object or tool. (K-2)
Constructing Explanations and Designing Solutions (K-12)
  • Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. (K-2)
    • Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem. (K)
Engaging in Argument from Evidence (2-12)
  • Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). (2)
    • Construct an argument with evidence to support a claim. (2)
Planning and Carrying Out Investigations (K-12)
  • Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. (K-2)
    • With guidance, plan and conduct an investigation in collaboration with peers. (K)
    • Make observations (firsthand or from media) to collect data that can be used to make comparisons. (K-1)
    • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2)

NGSS Nature of Science Standards (K-12)

Analyzing and Interpreting Data (K-12)
  • Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. (K-2)
Asking Questions and Defining Problems (K-12)
  • Asking questions and defining problems in grades K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. (K-2)
Constructing Explanations and Designing Solutions (K-12)
  • Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions. (K-2)
Engaging in Argument from Evidence (2-12)
  • Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). (2)
Planning and Carrying Out Investigations (K-12)
  • Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. (K-2)

NSES Content Standards

Con.B: Physical Science
  • K-4: Properties of Objects & Materials
  • K-4: Position & Motion of Objects
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Record Link
AIP Format
(American Association for the Advancement of Science, Washington, DC, 1998), WWW Document, (http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/).
AJP/PRST-PER
Science NetLinks: Ramps 2: Ramp Builder (American Association for the Advancement of Science, Washington, DC, 1998), <http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/>.
APA Format
Science NetLinks: Ramps 2: Ramp Builder. (2008, January 31). Retrieved May 2, 2025, from American Association for the Advancement of Science: http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/
Chicago Format
American Association for the Advancement of Science. Science NetLinks: Ramps 2: Ramp Builder. Washington, DC: American Association for the Advancement of Science, January 31, 2008. http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/ (accessed 2 May 2025).
MLA Format
Science NetLinks: Ramps 2: Ramp Builder. Washington, DC: American Association for the Advancement of Science, 1998. 31 Jan. 2008. 2 May 2025 <http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/>.
BibTeX Export Format
@misc{ Title = {Science NetLinks: Ramps 2: Ramp Builder}, Publisher = {American Association for the Advancement of Science}, Volume = {2025}, Number = {2 May 2025}, Month = {January 31, 2008}, Year = {1998} }
Refer Export Format

%T Science NetLinks: Ramps 2: Ramp Builder %D January 31, 2008 %I American Association for the Advancement of Science %C Washington, DC %U http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/ %O text/html

EndNote Export Format

%0 Electronic Source %D January 31, 2008 %T Science NetLinks: Ramps 2: Ramp Builder %I American Association for the Advancement of Science %V 2025 %N 2 May 2025 %8 January 31, 2008 %9 text/html %U http://web.archive.org/web/20200204015755/http://sciencenetlinks.com/lessons/ramps-2-ramp-builder/


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Science NetLinks: Ramps 2: Ramp Builder:

Is Part Of Science NetLinks: Ramps 1: Let it Roll!

This item is intended to be used prior to Ramps 2, as a concept-building lesson.  Students re-create Galileo's classic ramp experiment by rolling different spherical objects down an inclined plane of variable height.

relation by Bruce Mason
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