I used a composition book as the ramp, text books for the height of the slope, square counters from the math kit as the collision objects, four quarters to increase the mass of the car, a ruler to measure distance and the yellow car from the activity kit provided. First I place the composition book on a textbook to create the ramp. I then mark a line about five inches away from the bottom of the ramp. I then placed the square math counters on the line in stacks of two. Next I placed the yellow car to the top of the ramp and released the car. I measure the distance that the square counters moved and recorded my data. After that, I stacked two textbooks on top of each other to increase the slope of the ramp. Then I taped four quarters on the top of the car to increase the mass of the car. I repeated the same steps that I completed with the yellow car without the quarters.
My results were as follows:
car without quarters (slope 1.5 inches)
1st trial 3.25inches, 2nd trial 3.25 inches and 3rd trial 3.25 inches
car with 4 quarters (slope 1.5 inches)
1st trial 6.25 inches, 2nd trial 7.0 inches and 3rd trial 6 inches
car without quarters (slope 3.75 inches)
1st trial 4.25 inches, 2nd trial 6.25 inches and 3rd trial 6.75 inches
car with 4 quarters (slope 3.75 inches)
1st trial 7.25 inches, 2nd trial 12.0 inches, 3rd trial 11.0 inches
The results supported my hypothesis. I thought that the mass and steepness of the slope would affect the outcome of the collision. In the activity the car with quarters pushed the squares the further than the car without the quarters. When the car traveled down the slope of 3.75 inches it pushed the squares further than when it traveled down the slope of 1.5 inches.
The only challenged that I faced when completing this activity was figuring out the amount of counters to use. First I used one counter and it worked fine when I use one textbook. When I added the quarters to the car it ran over the math counters, so I decided to use two counters and stack them one on top of the other. I redid the experiment form the beginning and collected new data. I was able to successfully complete the activity using the stacked counters.
To get a different outcome I could change the weight of the object at the bottom of the ramp or I could conduct the experiment on a different surface. I could also change the distance of the object at the bottom of the ramp.
I could set up the same experiment that I completed for my students the only difference will be that I provide them with the procedures to follow when completing the experiment. The fact that the students get to use toy cars will definitely grab their interest. The activity will be relevant to their lives because they will learn that the speed and mass of vehicle determines the impact of collision in an accident.
