Ramps, Force, and Motion

(For children ages 4-8)

Rolling balls down a ramp is fun, but did you know its also a
science activity? Try setting up ramps of different heights, and learn
about the relationship between incline, speed, and distance.
30 minutes

Skills Developed:

t
Predicting
t
Measuring
t
Experimenting
t
Problem-solving
t
Understanding cause and effect

Materials Needed:

ooden blocks (six small and three long) or three

t

Wsturdy
box tops and books (of equal thickness)
ne small hardball (a handball or racquet ball) and/or
t

ONerf,
Wiffle, or tennis ball
t

Masking tape
tick-on dots in four colors, or small construction
t

Spaper
circles
t

Chart paper and markers

Whats the Science?

A ramp is an inclined plane, and an inclined plane reduces
the amount of force needed to move an object. A ball will
be set in motion on a ramp, and as the angle of the ramp
increases, the balls speed will increase and cover a greater
distance. However, as the incline approaches a right angle
(perpendicular to the floor), the speed diminishes and
the impact of hitting the floor slows the ball down. This
is known as the Law of Diminishing Returns. For example,
its almost impossible to climb straight up the side of a
building. But the gentle incline of stairs or a ramp makes
climbing easier. The gentler the incline, the easier the
climb. But if the stairs are too steep, were fighting gravity,
which is the force that constantly pulls us to the earth, and
the climb becomes much harder.

Science: Its a Girl Thing! Ramp, Force, and Motion page 1 of 4

Getting Ready:
This activity needs to be set up in an area that is long
enough to allow room for the ball that rolls down the
highest ramp to come to a stop on its own. There shouldnt
be any obstacles, such as a rug, to impede the ball. A long
hallway is ideal.
Try the activity yourself before presenting it to your
daughter, so you can test the area where the ball will
roll. If there isnt enough room, use a Wiffle or Nerf ball,
which wont roll as far. This activity includes creating a
chart. On the top of a large sheet of paper, write Ramps,
Force, and Motion Data Chart. On the left side, draw
simple illustrations of 3 kinds of ramps one block/
book high, two blocks/books high, three blocks/books
high. Your daughter will use this chart to record the
results of the activity.

Activity:
1. Have all the materials ready in the activity area. Talk
about the experiment youll be doing together, taking
a few minutes to explain what ramps are and what they
do. Ask your daughter if shes ever built ramps before,
perhaps when playing with blocks.
2. Together, place a strip of masking tape along the floor as
a starting line for all of the ramps. This will ensure that
the ball always starts from the same place.
3. Give your daughter the blocks or boxes and books shell
need to build ramps of different heights. For example,
if you are using blocks, put the long block on one small
block, put the next long block on two small blocks for a

higher ramp, and put the last long block on three small
blocks to make the highest ramp. With box tops build
the ramps with one, two or three books Check together
to make sure all of the ramps line up along the masking
tape and discuss why its important for the accuracy of
the experiment to do this.
4. Have your daughter put a different colored dot at
the end of each ramp so that each dot represents a
different height. She will use these color-coded dots on
her data chart.
5. Explain that in order for the activity to be scientific,
the balls must be rolled the same way on all the ramps.
Show her how to do it: place the ball on the top of the
ramp and let go, without pushing or throwing it. Ask her
to practice a few times on each ramp. If she is having
difficulty getting the ball to roll straight, try having her
kneel down behind the ramp.
6. Before beginning, ask your daughter to predict
where the ball will stop and mark that place with a black
stick-on dot. After she rolls the ball, place a dot on where
the ball actually stopped. Discuss the results using
these questions:

t

Did your ball go farther than you predicted?

t

Did your ball go not as far?
hich ball rolled the farthest? Why do you think
t

Wit did?
t

Which one stopped closest to the ramp? Why?

Science: Its a Girl Thing! Ramp, Force, and Motion page 2 of 4

Activity (cont)

7. Encourage her to draw some conclusions by asking:

ideas about why one ball rolled farther than

t

Athenyothers?
hat did you observe about the way the ball rolled
t

Wdown
the different ramps?

8. Help her understand that the higher the ramp, the faster
and farther the ball will roll.
9. Explain that, like a scientist, she will record her
observations on a chart to show what she discovered.
Have her put the appropriate colored dot next to each
ramp image. Then ask her to find a point on the chart
that represents the approximate distance that her ball
traveled and put a dot there.

Additional activities for different age-levels:

4 year olds
Have your daughter play with the blocks and have some
small rolling things such as cars, trucks, or toy wheelchairs
available. Ask some questions to lead her to think about
how ramps work, for example, How could a person with
a wheelchair get to the top floor? or What would help a
car get to the top of a garage? Once she becomes familiar
with ramps, set up an informal experiment with ramps of
different heights. Take some small objects like balls and
toy cars to the playground and roll them down the slide.
Guess (predict) which ones will go the fastest? Which ones
will go the farthest?

5-6 year olds

After your daughter has had a chance to experiment, offer
her a variety of materials and small props, for example, a
variety of boxes, cartons and planks of wood, as well as toy
cars, trucks, wheelchairs. Challenge her by asking her to
build a two-level garage or multi-level house for a person
who uses a wheelchair.
7-8 year olds
Analyze the information on the chart and ask:

t

What information did you get (infer) from the chart?

ooking at the chart, what do you think would
t

Lhappen
if the ramp was even taller?

Use the information to create another experiment. Then,

try adding friction as another variable, using sandpaper or
rubber matting.

If Your Child Has a Disability

All the activities can be done with children with a wide
range of disabilities by making some modifications. You are
the best judge of what those modifications might need to
be, but here are some suggestions that have worked well
For a child who is blind or visually impaired:
Let your daughter explore the ramps in a hands-on way.
When the ball stops rolling, hold it to the floor with a piece
of masking tape so it wont be accidentally moved when
your daughter investigates it.

Science: Its a Girl Thing! Ramp, Force, and Motion page 3 of 4

If Your Child Has a Disability (cont)

For a child who is deaf or hard of hearing:

Be sure that your daughter is clear about the concepts of the
activity. Talk about ramps: What are they? What do they do?
Who uses them? Review ASL and English (or childs native
language) vocabulary words and concepts, such as motion,
force, and friction.
For a child who is physically disabled:
If your child uses a wheelchair, it is a good idea to approach
the ramp from the side so footrests dont get in the way.
Also, build the three ramps with enough space in between
for the wheelchair to get around. Talk about how ramps help
everyone get around more easily.
For a child who has learning/emotional disabilities:
Use a Wiffle or Nerf ball. Create a chart using pictures and
words to help your daughter keep track of the sequence
of the activity and focus on the experiment. Start with
just one ramp at first. When your child is familiar with the
activity, add another ramp and make comparisons.

Copyright 2010 Educational Equity Center at AED

This material is based on work supported by the National Science Foundation under grant no. HRD-0833022. Any opinions, findings, and conclusions or
recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation.
Design by Rappy & Company, NYC. Illustrations by Nate Ripp.

Science: Its a Girl Thing! Ramp, Force, and Motion page 4 of 4