car rolling down a ramp experiment

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Cars and Ramps

In this lesson, children will explore physics concepts as they play with cars and ramps in the block area.

Content Area:

Force and Motion

Learning Goals:

This lesson will help toddlers and preschoolers meet the following educational standards :

• Explore the concepts of force and motion
• Develop foundational skills in the use of science practices, such as observing, asking questions, solving problems and drawing conclusions

Learning Targets:

After this lesson, toddlers and preschoolers should be more proficient at:

• Exploring the effect of force on objects in the early childhood environment and beyond
• Expressing wonder and curiosity about their world by asking questions and solving problems
• Carrying out simple investigations
• Generating explanations and communicating ideas and/or conclusions about their investigations

Lesson plan for toddlers/preschoolers

Step 1: gather materials..

• Unit blocks
• Measuring tools (optional)

Note : Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

Step 2: Introduce activity.

• Explain that today we are going to make ramps with unit blocks. Discuss what a ramp is and how we can make one.
• Discuss how we can roll cars down ramps.
• Discuss what happens when we put different cars at the top of the ramp.

Step 3: Engage children in lesson activities.

• In the block area, encourage the children to construct  ramps with blocks. This is a good opportunity for the children to engage in open exploration and experiment with constructing ramps in different ways.
• After the children have constructed their ramps, ask them to  predict what will happen if they roll cars down the different ramps.
• Engage  the children in a discussion about the different types of cars and ramps and discuss what will happen when they test out their predictions.
• Encourage the children to conduct  experiments to test out their predictions.
• Ask the children to  make changes to their ramps to see what might happen.
• Discuss  what happened with the children and ask them what they learned from experimenting with different cars, different angles and ramps of different heights and lengths.
• Ask the children to  make conclusions based on what they observed.

Step 4: Vocabulary.

• Predict : To guess what might happen
• Hypothesis : A prediction that states how and why a scientific event may occur
• Effect : The result of a physical action

Step 5: Adapt lesson for toddlers or preschoolers.

Adapt lesson for toddlers, toddlers may:.

• Not yet have predictive language to guess what might happen
• Not yet be able to generate hypotheses
• Not yet engage in lengthy discussions

Child care providers may:

• Assist children in creating simple ramps so that toddlers can explore how cars move
• Focus on one size of ramp and one type of car instead of trying out different variations

Adapt Lesson for Preschoolers

Preschoolers may:.

• Want to document their ideas
• Want to create plans for their ramps beforehand, based on their prior knowledge
• May want to use measuring tools (ruler, tape measure) to examine relationships between ramp variations and car types
• Have materials available throughout the day to encourage children to explore cars and ramps independently
• Provide drawing materials so that children can create plans or document what they have made
• Encourage children to make predictions about specific changes to the ramps, using language that refers to height, length and angle

Suggested Books

• Ramps and Wedges by Sian Smith
• Roll, Slope and Slide: A Book About Ramp s by Michael Dahl
• Zoom!  b y Diane Adams

Music and Movement

• Using planks and gross-motor materials, create outdoors ramps that children can climb up and down. Discuss the amount of force needed to go up and down.

Outdoor Connections

• What natural materials can be used to make ramps? Create outdoor ramps out of these natural materials.
• Go for neighborhood walks to scout out streets with inclines, declines and flat areas. Discuss how cars roll on these different street angles.

Web Resources

• Physics in Preschool

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Toy Car Ramp Experiment (Easy STEM for Kids)

Categories Printables , Science , STEM

This Toy Car Ramp Experiment is an excellent way to introduce your kids to the wonders of physics. Don’t be intimidated by the word physics. You can start introducing it to your kids when they’re very young. 

Every baby who has ever thrown anything from their highchair, just so that they can watch it fall to the floor is experimenting with gravity. Or psychology, if you happen to get annoyed whenever they make an unnecessary mess on your kitchen floor.

Disclosure: Adult supervision is required for all activities at all times.

Table of Contents

• Materials needed

Instructions

• Different experiments to try
• What you’re learning
• More STEM activities to try

Materials Needed

• Wooden plank
• Different cars in various weights, or these Duplo blocks that you can adjust.
• Measuring tape
• Stool, table, blocks or anything to lean the roadblocks against

I’ve made my own DIY Roadblocks in two different ways. One with painted wood, and the other with black cardboard. Cardboard was much easier to make and store and have been my preferred roadblocks for years now. However the wooden ones were perfect for outdoor play, and if you use outdoor paint then you don’t have to worry about them being left in the rain.

How to Make a Toy Car Ramp Experiment

1. download and print the recording sheet.

The free printable recording sheets can be found below. Simple head to the bottom of the post and click the large blue button to get your copy.

You’ll need 1 recording sheet per child, or per group if you are doing this as a group activity.

2. Set up your ramp

I placed one end of the wooden planks on top of some of our building blocks. Foam building blocks were perfect for this because you can easily adjust the height of the ramp (which you need for experiment 1) and since they were made from foam the ramps didn’t slip around so easily.

When you are setting up your ramps, make sure to set them up on a flat surface. Otherwise it’ll affect the validity of your results.

3. Place the cars at the top of the ramp

Place one hot wheels car at the top of each ramp. You’ll need to make sure that they are starting at the same point for each experiment.

You’ll also need to make sure that the cars you use are exactly the same, (except for experiment 2), otherwise your results will be invalid.

4. Let the cars go

Make sure your kids, let go of the car and don’t push it. Otherwise, your results will be invalid because you can’t guarantee that they’ve used the exact amount of force for each push. Instead, you’ll be using the Gravitational Potential Energy (GPE) to give the cars enough energy to move.

5. Measure 

When the car has stopped rolling, you’re going to measure the distance between the end of the ramp and the end of the car. You can then record results on the free printable recording sheet.

With each of these three car STEM experiments, you’re going to change only one variable and see how that variable affects the distance the car rolls.

6. Record your results

Write down the distance the car traveled from the bottom of the ramp to the place where it eventually stopped rolling.

Repeat step 3 – 6 for each experiment 3 times. When you’ve gathered all of your data you can compare how far the object travels and talk about what that means. 

Different Experiments to Try

Experiment 1: how does the height of the ramp affect the distance the car goes.

In this experiment, you’re going to find out how different amounts of gravitational potential energy (GPE) affects the distance the car travels.

To do this, you’re going to adjust the angle of the ramps. The higher the ramp, the greater the GPE and the more force that is exerted on the car. In other words, the higher the GPE, the further we expect the moving car to go.

Since I used foam blocks to support my simple ramps, it was easy to increase the inclined plane by adding another block to the supporting tower. Try a whole lot of different heights and see what happens.

If you want to highlight the primary concept here, you can even do an experiment where one of the ramps is lying flat on the floor. Obviously, the car is going to go nowhere, but at least now your kids will know that it’s because there was no GPE to get the car rolling.

Experiment 2: How does the weight of the car affect the distance the vehicle goes?

Have you ever been stuck behind a big truck on an onramp and thought “My gosh, this is going to take forever!” Have you ever wondered why a heavy truck still goes so slowly even when it’s going downhill and trying to increase its speed to merge safely with the other cars that are going at a faster speed?

It’s because it takes a lot more energy to move heavy objects, such as a big truck or a medicine ball, than it takes to move lighter ones, like a regular car or a tennis ball.

Another way to explain this concept to your kids is to get them to blow through a straw. Get a pom pom and a tennis ball and try to blow them off of a table. See how hard your kids have to blow to get each of the balls moving. They’ll soon find it much easier to get the pom pom to fly across the table while the tennis ball follows at a much slower rate.

In this experiment, the GPE is the same because you’re going to make the height of the ramps equal, but the weight of the cars will change. The lighter car should roll further because it requires less GPE to roll the same distance as the heavier car.

This experiment was the reason why I chose these Duplo train blocks instead of cars. I found it a lot easier to adjust the weight of the vehicle by adding on extra blocks to create a heavier mass. If you don’t have these Duplo train set blocks at home, you can instead find two cars that are different weights, or you can try to make one heavier by sticking a pebble to the top with playdough.

Experiment 3: How does the surface texture of the landing area affect the distance the car goes?

We’ve used the GPE to give the car the energy to move. Now we’re going to explain why the car stops rolling. In this experiment, your kids will learn how different surface textures and the different amounts of friction produced will affect the distance the car travels.

Pick three surfaces, something smooth, like wooden floors or tiles, something rough, like grass and something in between, like carpet. Then repeat the experiment and see how far the matchbox car goes on the different surfaces.

The more ‘rough’ a surface, the more friction is produced when something moves across it. When two objects slide against each other, friction works in the opposite direction to the movement. The more ‘rough’ a surface is, the more surface area that is actually coming into contact with the moving object.

Although the relationship between roughness and friction is a bit more complicated than this, there’s no need to go past the basic concept when doing this experiment with young kids.

In this experiment, friction acts like an outside force to stop the cars from rolling. If it weren’t for friction, the car would keep going forever, or until it ran into something.

To explain this to your kids, try to use examples of friction working in their everyday lives that they can understand. For instance, get them to think about which is harder. Is it easier to ride their bikes on the grass, or the road? Another example is to ask them if it’s easier for them to walk through air or water?

What You’re Learning

Basic concept: Objects, even inanimate ones, require energy to move.

Your kids probably already know that we need energy to move. Even if you haven’t talked to them about it directly, they would have picked up on the concept. If you think of some of the usual things parents say, you’ll understand what I mean.

“Vegetables give you the energy to grow.”

“Where’s my coffee? I need some energy.”

“Wow, running across the whole park took a lot of energy.”

Your kids are smart, and they’ll have figured out what energy does.

But have you ever told your kids that even inanimate objects need a bit of energy to move too? Why does a ball move when you kick it? The ball will then stop moving after a while, why? Why is it easier to throw a tennis ball compared to a bowling ball?

These are three questions we can answer with these simple science experiments.

More STEM Activities to try

With the right STEM experiment even young kids can become enthusiastic science students. They’re a great way to introduce kids to the scientific method and help develop essential life skills as they play and explore. Here are some more simple STEM activities that even preschoolers and kindergarteners can enjoy.

• Make a Book – STEM Invitation to Play
• Paper Plate Number Match Activity
• How to Make A Pom Pom Shooter
• Edible Bubble Science
• Safe Drinking Water STEM Activity

For more ideas, take a look at these 42 STEM Activities for Kids .

Are you going to try this Toy Car Ramp Experiment with your kids? Don’t forget to pin the idea for later.

Toy Car Ramp Experiment

Use toy cars and ramps to make an easy science experiment for your kids.

This is a fun way to teach kids about physics and the scientific method.

• Download and print the recording sheet.
• Set a ramp up, with one end on the floor and the other end on a stack of blocks or book.
• Place a car at the top of the ramp and let it go (don't push it.)
• Use a measuring tape to measurethe distance between the bottom of the ramp and the end of the car.
• Write the distance on the recording sheet.

There are three different experiments you can try with this simple setup.

• Change the height of the ramp and see what happens.
• Change the weigh of the car.
• Change the surface that the car reaches, with varying amounts of friction.

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What is Friction? Friction Experiments for Kids

May 4, 2021 By Emma Vanstone Leave a Comment

Today, we’re learning about friction with some fun friction experiments ! First up is a super simple DIY friction ramp . This is a great way to demonstrate how some surfaces have more friction between themselves and another object than others.

What is Friction?

Have you ever tried sliding on a wooden floor or an icy surface? It’s much easier to skid on a smooth surface like wood than a rough surface like carpet. This is because of friction. Friction is created when things are pulled past each other. The rougher the surface, the more friction is created. Have you ever hurt your knee when sliding on carpet? This is because of the friction created between your skin and the carpet.

Imagine sliding two bits of ribbon over each other and then think how much harder it would be with two velcro strips! There’s a lot more friction with the velcro as its surface is much rougher.

Friction Investigation – DIY Friction Ramp

First, try sliding over a wooden floor with socks and bare feet. You should find it easier to slide with socks, as there’s less friction.

Another way to investigate friction is to make a homemade friction ramp . This is just a ramp with different surfaces. The idea is to roll cars down the different parts of the ramp and investigate which surface is slowest and which is fastest.

How to make a friction ramp

A ramp – we made this one using a sheet of plywood, gaffer tape and some carpet.

Cars – LEGO/DUPLO or K’Nex

Tape measure

How to investigate friction

We are investigating the effect of friction on the distance travelled by a car, so the ramp surface is our variable. Everything else must be kept constant.

Do not push the car; just let it go without any force behind it.

How does the surface of the ramp affect the distance travelled?

Allow the car to roll down the smooth side of the ramp. Measure and record how far it travels.

Repeat using the carpet covered side of the ramp.

You could also add some other surfaces. This ramp taken from This IS Rocket Science also has a bubble wrap road!

Friction Experiment – questions to ask

Which surface allows a car to travel the fastest?

Which surface slows a car down the most?

How to gather data

We repeated each test three times, found the average distance travelled by the cars, and recorded the results in a table.

Friction Investigation Results

Our cars travelled a shorter distance when we used the carpet surface than when we used the smooth surface. This is because there is more friction between the car and the carpet than between the car and the smooth surface. The frictional forces act in the opposite direction to movement, making it harder to move. Therefore, the car is slower and picks up less speed moving down the ramp, travelling less distance.

How is Friction Helpful?

Friction between our shoes and the floor stops us from slipping and sliding around.

Friction between tyres and the road stops cars from skidding. When the road surface is icy, there is less friction, which makes it more likely that cars will skid.

Friction between brakes and wheels helps bikes and cars slow down

Ideas for younger children with a DIY friction ramp

Try pushing the car and comparing it with the distance travelled if there is no extra force. Does the extra force make a difference?

Add more road surfaces to your DIY friction ramp .

More Friction Experiments for Kids

Another fun activity is to set up a teddy zip line investigation and test different types of harnesses and materials for the string.

A CD Hovercraft is great fun to make and test, too.

We love this idea of investigating with a slide from Buggy and Buddy.

Or, very simply, try some slipping and slidin g , but be careful!

You can also find lots more force experiments and investigations in This IS Rocket Science !

Find out how friction impacts Newton’s Laws of Motion .

Suitable for Key Stage 2

Forces and Magnets

Compare how things move on different surfaces

Working Scientifically

Last Updated on March 22, 2024 by Emma Vanstone

Safety Notice

Science Sparks ( Wild Sparks Enterprises Ltd ) are not liable for the actions of activity of any person who uses the information in this resource or in any of the suggested further resources. Science Sparks assume no liability with regard to injuries or damage to property that may occur as a result of using the information and carrying out the practical activities contained in this resource or in any of the suggested further resources.

These activities are designed to be carried out by children working with a parent, guardian or other appropriate adult. The adult involved is fully responsible for ensuring that the activities are carried out safely.

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Car Craze Camp: Laws of Motion

• 1 or more toy cars
• Some kind of ramp (example: a wood board leaning against a chair)
• A small object to sit on top of the car (example: Playdough, a coin, a checker)
• A ball or a light object
• Set up your ramp. Place a stack of heavy books a few feet from the end of the ramp, so that the car hits them when it rolls off. Test it out by letting the car roll down the ramp from the top.
• Now, place a small object on top of the car and let it roll down and hit the books. What happened to the small object?
• Push the car on a flat surface. What happens when you push the car with more force?
• Now, place a ball or similar object in place of the books after the bottom of the ramp. Let the car roll down the ramp and run into the ball. What happened?
• Continue the science! Think of ways you can try changing the variables of this experiment. Get creative!

Sir Isaac Newton was a mathematician and physicist who came up a theory about motion that has been tested and verified so many times over the years, that scientists now call them  Newton's Three Laws of Motion.

When small object flew off the front of the car when it crashed into the books. This shows  Newton’s 1 st  Law of Motion: Inertia . An object in motion will stay in motion.

When you pushed the car with more force it moved faster and farther. This shows us  Newton’s 2 nd  Law of Motion: Acceleration . The force you exert affects the acceleration.

When the car hit the ball, the car stopped and the ball moved in the car’s original direction. This shows us  Newton’s 3 rd  Law of Motion . The 3 rd  Law states, “For every action there is an equal and opposite reaction.”

K-PS2-1. 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.

3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.

More Activities & Resources:

Pepper and soap.

Make Your Own Red Cabbage pH Indicator

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Science for Kids: Exploring Ramps and Friction

Kids love to send cars down ramps! The faster the better, but did you know that this favorite playtime activity is also an awesome science lesson for kids of all ages? Explore ramps, angles, and friction with just a few simple materials. This physics activity is a fun way to introduce friction, ramps, and angles to kids through hands-on play!

Exploring Ramps, Angles, and Friction

Supplies Needed

• Materials to make ramps; you can use cardboard or wood planks!
• Variety of toy cars
• Variety of textured materials to create friction – There are so many ideas! We used a hand towel, sandpaper, and rubber grippy mats. You could also use foil or parchment paper, a piece of rug, or even dirt.
• Tape to secure materials if necessary so they do not slip off the ramps
• Stopwatch and measuring tape. These are optional but a fun way to extend the activity and encourage making predictions.

Ramps and Friction Activity Set Up

Determine how many materials you want to test and how many ramps you want to have available. This is fun inside or outside! Leave one ramp free of materials as a test ramp. Secure your materials to the other ramps as needed. Determine how you will set up the ramps. We used stairs, but you can also stack books. Gather your cars and kids!

Ramps and Friction Science Activity Play and Learning

Allow your kids to explore the bare ramp as they wish. They are going to be super excited to play, so it is often best to let them explore the activity freely for a bit first! You can also test out angles at this point. Which ramp angles are faster or slower? Which cars move faster? Heavier, lighter, longer, or shorter cars move at different speeds. This is a great way to get them thinking about the way things move!

Note: You may want to split this activity into two learning times since exploring the ramps is great fun all in itself and is still a simple physics lesson.

When the kids are ready, move on to your textured ramps. Let the kids feel the textures and describe them to you. This is a great time to introduce the term “friction” if you would like! Read a little bit about friction below and keep it simple for young kids!

Ask lots of questions! Before they test out the cars, invite the kids guess which texture might slow down the car or speed it up as it goes down the ramp. Make predictions on which cars will go faster or slower. Let the kids race cars down the different ramps. If appropriate, you can use a measuring tape to see how far the cars travel off the ramp. Which car goes the farthest? Which car is the slowest? Which car crashes, falls off the ramp, or doesn’t make it to the end?

What is Friction?

Young kids learn by exploring, observing, and figuring out the way things work by experimenting. Exploring ramps and friction encourages all of the above. Kids will learn that friction can be two surfaces rubbing against one another. We experience this when we rub our hands together when they are cold. Friction is also the resistance an object meets when moving over another surface. The materials you attached to the ramps changed the surface of the ramp. The different cars will experience different amounts of friction when going down these ramps causing the cars to speed up or slow down some.

Simple STEM activities like this ramps and friction experiment are a wonderful way to get kids thinking, exploring, problem solving, and observing what is happening around them. There are many ways you can explore ramps, angles, slopes, and friction. Get creative with the supplies you have on hand and you can set up this science activity today!

BIO: Sarah is the creator of Little Bins for Little Hands where she shares simple science experiments, STEM activities, and tactile sensory play recipes. She is also the proud mom of a busy little boy. Check out their favorite science experiments and STEM projects all year long!

More Science Ideas

2 thoughts on “Science for Kids: Exploring Ramps and Friction”

What an awesome science activity!

What a wonderful, simple, and FUN science idea. I love this. Pinned!!

Comments are closed.

Exploring the Scientific Method with Toy Cars

Guest blog post by Ari Huddleston

• I gave students the question.
• They wrote their own hypothesis in the format I prefer.  “If _______, then ________ because _______.
• We shared hypotheses.
• In groups, they discussed how the experiment should be set up.  I loved hearing many of my students insist on performing multiple trials.
• We came back together to write the procedures.
• They wrote the materials list by going through the procedures and seeing what is needed.
• We discussed and identified the independent variable and dependent variable.  Some students are improving at this, but some still need help.
• We discussed how data should be recorded.
• We reviewed students’ lab team roles. { Download free lab team role cards here. }
• Students got to work conducting their experiment. There was 100% active engagement in all groups.
• Students worked on the bar graph of their data in groups.
• Students individually wrote their analysis of what they notice by looking at the data.  We always use a sentence stem of “I notice _______.”
• Using a sentence stem, students wrote their conclusions.
• Students completed a reflection by drawing labeled diagrams of the experiment.

This was a great opportunity for students to THINK and use their science process skills. Remember that science is not just about learning content, it’s about experiencing the content!

What were the procedures your students used?

• Set up a ramp.
• Tape a 1g gram cube to the back of the car.
• Roll it down the ramp and measure the distance from the bottom of the ramp to the back of the car.  Record your data.
• Repeat Step 3 two more times.
• Tape a 20g gram cube to the back of the car.
• Repeat Step 6 two more times.

What materials are needed for each group?

• ramp, toy car (preferably a truck), measuring tape, tape, 1g cube, 20g cube

What results did your students get?

• Well, they varied a bit. It was clear that the different masses affected the distance the toy car traveled. I had to work hard when I first started teaching to become comfortable with the idea that students will not always experience the exact thing we want them to experience, especially in science labs.  Make sure you have explanations for it and have tried the experiment yourself so you know what issues might arise.
• Any time an experiment does not go just the way it should is the perfect opportunity to discuss variables outside of their control, things students may have done to get inaccurate data, and how the experiment could be improved.

Thank you to Laura Candler for allowing my to do a guest post on her blog! I’m Ari from The Science Penguin .  I live in Austin, Texas and teach 3 classes of 5th grade science.

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Rolling a Car down a ramp.

Rolling a Car down a ramp

When planning my experiment, I will need to take into consideration the following points:

• Fair testing
• How many results I will take
• What range of variables I will experiment with

I will be investigating, by varying the height the summit of the ramp is raised off the ground, if the average speed increases or decreases.

I have decided to produce a step-by-step guide for each experiment just to ensure that when we actually come to conducting the practical work, it runs flawlessly. This will also help us conduct fairer tests, as we will be following the same set of steps each time we collect a result.

1. Set out equipment as shown in the diagram

2. Ensure the height at the start line (the summit of the ramp) is 10cm using the metre stick

3. Ensure there are no extra weights attached to the trolley

4. Hold the trolley with its front touching the start line

5. Simultaneously start the stop clock and release the trolley (be careful not to push it or exert any extra force on it)

6. Stop the clock when the front of the trolley reaches the finish line

7. Record the time taken for the trolley to reach the finish, next to the relevant height, in a table

8. Repeat from step 4 twice more so you end up with three results for the same height then continue onto step 9

9. Add all these results together and divide the answer by three to obtain the average.

10. Record this average in the table

11. By placing more books underneath the raised end of the ramp, increase the height at the summit by 10cm. Use the metre stick to check

12. Repeat from step 4 until you have obtained results for height from 10cm through to 25cm

As with all scientific experiments, only one variable must be altered at one time. All the rest must remain constant to ensure good sensible results. By using present knowledge, I know that the following factors can affect the outcome and must be controlled:

• Height of ramp - as this is included in the formula for potential energy, the height of the ramp should affect the speed of the trolley in some way. I will be modulating this variable in the primary experiment, but it should be constrained to a single height in the secondary experiment.
• Mass of trolley - mass is also included in the formula for potential energy and so could affect the speed of the trolley one-way or the other. As with height, this will be varied but only in the second experiment. With the primary experiment we should constrain it simply by not adding any weights to the trolley and always using the same trolley to collect each result.
• Gravity - the last portion of the formula for potential energy is gravity, which will affect the outcome if it is increased or decreased. The way to maintain this factor is to simply stay on the same planet.
• Friction - I mentioned that the only factors that should affect the outcome of the experiment would be mass, height and gravity - because they make up the formula for the potential energy. But other factors may use some of this energy when it is being converted into kinetic (movement) energy as the trolley moves down the ramp. The friction between the wheels of the trolley and the surface of the ramp can 'steal' some of the energy used to move the trolley and convert it to heat instead. This can slow down the trolley, but only very slightly. To maintain the same friction for all the results we should use the same material for the surface of the ramp, and the same material for the wheel of the trolley. No grease should be added to lubricate any equipment.
• Air resistance - there is very little we can do to control this factor, and its effects would be so insignificant it may not matter. Basically, we just need to make sure we have the same trolley and we'll have to mind we don't accidentally attach a parachute to its back end.
• Water resistance - just to point out the obvious, it wouldn't be recommended to conduct one experiment in air and one in water...water is far denser than air and will create a stronger atomic 'barrier' which will drastically slow down the trolley.

With these points in mind it is essential that we must keep the same trolley, use the same ramp and keep the mass constant in the experiment. We will also have to keep the length of the runway the same, just so the trolley has enough time to accelerate.

I am keeping these the same because you are only allowed one thing to change for it to be a fair test and if I didn’t keep these the same it wouldn’t be a fair test.

This is a preview of the whole essay

And there was only one thing that I changed each time, which is:

• The height of the ramp

Before we begin, we will need a list of equipment for the experiment to ensure it all runs smoothly:

Trolley  - To roll down the ramp

Ramp -  For the trolley to roll down

Metre Stick -  To measure out 2 metres on the ramp

Chalk -  To mark the start and finish lines

Stop Watch -  To time the trolley

Barrier (bag) -  To stop the trolley flying off the table

Retort Stand  -  For the ramp to rest on, to increase the height of the ramp summit to any height

Data Collection Sheet -  To record our results on

Stationary -  To write our results down with

Below is a diagram of how the equipment will be set up and used.

The experiment is based on the potential energy at the top of the ramp being converted into kinetic energy at the bottom. Using this theory, we can say:

Potential Energy  (at the top) = Kinetic Energy  (at the bottom)

Gravitational P.E = Mass         g         height

(joules)                (kg) (N/kg)         (m)

(g has a different value on other planets)

The formula for kinetic energy is:

K.E = ½ x mass x velocity squared

K.E = ½mv 2

Knowing this we can write:

mgh = ½mv 2

The formula can be simplified

\/(20h) = v

This formula will give us the average velocity for the trolley going down a ramp of h metres high. Once we have found this we can actually use the equation for average speed to find out how long it will take the trolley to reach the finish line and actually produce a theoretical result prior to conducting the experiment. Obviously, this won't be necessary for a simple prediction, but it shows that the higher the ramp is raised, the higher the velocity of the trolley will be resulting in a quicker time to reach the finish line. I can also predict from this formuIa, the shape of the graph v against h. As h increases uniformly, by lets say 10cm each time, v will increase too - but not in proportion. This is due to the square root in the formula that we have to use to find v. The higher the height goes, the less gap there will be between the velocity of the present and previous heights. The graph will look something like this:

Therefore, I predict

Increase in height of ramp = Increase in velocity of trolley

I am going to do 5 readings of time at 5 different heights and do each 3 times to calculate an average, I am also going to record the angle at the base of the ramp against the horizontal surface at each of the 5 heights.

Preliminary Results

My results from the preliminary test showed that the heights of the ramp were too high and because they were too high the car went too fast so I didn’t get accurate readings. So I decided to make the heights smaller so I could get more accurate readings. These were 5cm, 10cm, 15cm, 20cm and 25cm.

* Graph on other page

My results show that when I made the ramp higher the car went faster down it. This is because gravity is pulling the Error! Not a valid link.  straight down and friction is puling the car back up the ramp, opposite to direction of motion. The ramp is pushing the car straight up in the opposite direction of gravity. The ramp is also pushing it horizontally away from the ramp. The net force (the sum of the weight and normal force) acting on the car is large enough to make the car to accelerate down the ramp. If the ramp were horizontal the net force would be zero therefore the car would not move.

So the higher an object goes, the more gravitational potential energy it gains. When it falls, it's potential energy is converted into kinetic energy and; since energy can neither be created or destroyed, only converted; it will move at a faster speed.

So, to sum up, as you lift an object to a height, the chemical energy stored in you (which comes from the food you eat) is converted into gravitational potential energy. Obviously, the higher you lift the object, the more energy you are using and therefore the more potential energy the object is gaining. Potential energy is converted into kinetic energy completely so the object when released will move at a faster rate depending on how high it is lifted.

The shape of the graph has a positive correlation, which means my results prove that my prediction is correct.

The experiment worked well after my preliminary experiment where I learned that my heights from were too high so I wouldn’t get very good results. Once I had done that my results were accurate and the method worked. Due to human error and reaction time, these results could not be relied on completely, but did give us a rough idea.  If we were to conduct the experiment again, I would save time by just producing results using the computer system with light gate.

There were no anomalous results because the results were accurate and well timed so they all lie either on the line of best fit or a bit off it.

If I were to do this experiment again, I would experiment with different surfaces of ramp. Also I would use a trolley than travelled in a straight line! The main problem we found in our experiment was that the trolley kept swaying to the sides, creating a longer journey and most of the time hitting the edge. This also could have been due to uneven floor, so a spirit level may come in handy.

If we had the access to the right equipment, we could drop weights from different heights in a vacuum (i.e. no air resistance), calculate the speed using light gates and see if it produces theoretically perfect results. We could also try eliminating any other opposing forces, such as friction, by polishing surfaces etc. and noticing if this changes the results.

To take the potential/kinetic energy element even further, we could look into elastic potential energy and see if it works on the same principle as gravitational potential energy. A simple experiment, such as pulling a trolley back against an elastic band and letting go to see how far it goes, or what speed it goes at would be of interest. And we could also look into what parameters affect the outcome, such as distance elastic is pulled, weight of trolley, type of surface etc.

All these things would help further our progress in this area of physics and help our understanding of the subject.

Document Details

• Word Count 2000
• Page Count 5
• Subject Science

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Toy Car Experiments

Toy cars aren't just fun to play with. They're perfect vehicles for a wide variety of science experiments, which can tell you a lot about things like energy, inertia, momentum, friction and vectors. Each experiment will require tools in addition to the toy cars, but there's a huge amount you can learn—and then you can go back to racing. These experiments are scientific, which means they involve measuring times, distances, weights and other variables.

Potential and Kinetic Energy

Set up a basic ramp against a chair, on top of some books, or from a table to the floor. Hold the car at the top of the ramp, and release to demonstrate the two main kinds of energy. Potential energy is placed into the car when it's lifted from the floor, and that energy is released as the car rolls down the ramp. Ramps should be made of a solid, smooth and rigid material such as wood or plywood.

Using the ramp from earlier, you can make a more interesting experiment by placing some things at the bottom. Drop the car from the top of the ramp again, and measure how far it rolls this time. Now, place a sheet of card stock at the bottom of the ramp, and let the car roll over that. Measure the distance it rolls. Place some sandpaper on top of the card stock, release the car, and measure that distance. Finally, try it with some carpet at the bottom. You've now learned something about friction: the card stock has a lot less friction than the carpet, so the car should be able to roll farther.

Place a heavy stack of books a few feet from the end of the ramp, so that the car hits those books when it rolls from the top down. Demonstrate that once or twice, and then take a small ball of clay or putty. Place it on top of the car and pat it down slightly; don't squish it onto the car, but press it just enough so that it won't roll off. Roll the car down the ramp, and when it hits the books, the clay should fly off the front of the car. This happens because of Newton's first law of motion: anything moving is going to want to keep moving (until it crashes into a wall).

Take—or make—two cars and set them at the top of the ramp to race. Place a line of masking tape on the floor a few feet from the ramp, so it acts as a finish line. Release them and see which one goes the farthest and the fastest (using a measuring stick and a stopwatch). Now, try to make each car faster: place card stock along one track, or press clay onto the top of one car to weight it down. In order to properly scientifically test these, change only one thing at a time, but use the same measuring tools for all of them.

Motion may seem like it's a one-way street, but more advanced science gets into things called vectors, which are used to plot a direction on a chart. To demonstrate one, place a piece of newspaper, plastic, or cardboard on the table (you may need to make a rope handle so you can pull it easily without wrinkling it). Roll a car slowly across the plastic, then start pulling the sheet out from under it. The car's forward motion combined with your pulling should make the car move diagonally—along a combined vector of both.

Mousetrap Cars

Building a science experiment from scratch makes it even more exciting. Begin with a simple, homemade toy car with an exposed rear axle. Make it a mousetrap racer by attaching a basic mousetrap as the motor, connected to a string on an axle. As the trap releases, the car is pulled forward. This shows lot of interesting physics. You can increase the traction—increase wheel friction—to make the car slip less. The mousetrap snapper arm is a perfect demonstration of torque, and you can get into rotational inertia with different types of wheels. Plus, racing different designs always ends in some interesting competitions. See Resources for more detailed information about mousetrap racers.

• AC Gilbert: Friction and Inertia – Toy Cars
• Doc Fizzix: The mouse trap's snapper arm and torque

Cite This Article

Turner, Grahame. "Toy Car Experiments" sciencing.com , https://www.sciencing.com/toy-car-experiments-6706983/. 24 April 2017.

Turner, Grahame. (2017, April 24). Toy Car Experiments. sciencing.com . Retrieved from https://www.sciencing.com/toy-car-experiments-6706983/

Turner, Grahame. Toy Car Experiments last modified August 30, 2022. https://www.sciencing.com/toy-car-experiments-6706983/

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