Your child raises the ramp, swaps cars and gives the next car a push. There’s plenty happening, but it’s hard to tell which change affected the roll.
Bring it back to one question: With this car and floor, does changing between these two ramp settings change how far the car rolls beyond the ramp?
Choose one car and two low settings
You’ll need a freely rolling, non-powered toy car, a rigid board, stable books, a measuring tape, removable tape, a pencil and paper.
Keep the low ramp secure on a clear floor away from stairs, and use a car suitable for your child. Help with the setup and reading centimetres while your child predicts, releases the car, watches and records.
Agree what will stay the same
Choose two stable, low support heights for the board. Measure and record each height if practical. Mark the board’s lower-edge position on the floor and return it there for both settings.
Keep the board, car, floor area, direction and starting mark the same. Consistent choices make the readings easier to compare.
Raising the board also changes its slope. Each height and slope together make one ramp setting; this comparison can’t separate their effects.
If your child wants to swap cars too, try, “Let’s finish both settings with this car. We can ask a new question with another car afterwards.”
Let go from the same mark
Put a removable tape line across the board. Each time, line up the same front point of the car with that mark. Letting go without a push keeps the release consistent.
Once the car stops, put the measuring tape’s zero mark at the marked lower edge of the ramp. Find the same front point on the resting car and read the centimetre mark beside it. Use zero, rather than the tape’s physical edge.
Measure straight across the floor between those endpoints. If the car turns, don’t follow its winding path with the tape; record the straight measurement and note the turn.
Try each setting three times
Before testing, ask, “What do you predict will happen, and why?” Make three releases at each of the two settings, giving six planned observations. Repeated trials give you several readings to compare and can reveal differences between runs.
| Ramp setting | Trial | Distance beyond ramp (cm) | What we noticed |
|---|---|---|---|
| Setting 1 | 1 | ||
| Setting 1 | 2 | ||
| Setting 1 | 3 | ||
| Setting 2 | 1 | ||
| Setting 2 | 2 | ||
| Setting 2 | 3 |
Write each measurement down straight away. Note any bumps, veering, accidental pushes or equipment movement. Keep every entry. If you add another trial, label it as an extra and write down why.
Look at all six readings
Put the two sets side by side and ask:
- Were the distances similar each time?
- Did one setting usually give a longer distance?
- What can we say about this car on this floor?
Compare every reading; you don’t need an average. Look back at the prediction. Which readings support it, and which make you unsure?
If the groups overlap, your child could say, “These results don’t show a clear difference yet.” If the car veers, ask, “What did you notice about that run?” If readings vary widely, check the setup before deciding whether more trials would help.
The measurements show the straight distance from the ramp’s lower edge to the stopped car’s front. They don’t measure its speed.
What your child is practising
With your support, planning a fair comparison, measuring, organising observations and using evidence to discuss a prediction all fit Year 4 science inquiry practice.
Let the measurements answer
Help your child finish: “With this car on this floor, our readings showed ____. We think this because ____. We’re still unsure about ____.”
Then ask, “What would you keep the same if you tried another question tomorrow?”