RAFT Idea

Car on a Roll

Model cars teach students about motion along inclined planes, friction, gravity, momentum, and potential vs. kinetic energy. The models do not need to be complex in design. These model cars consist of a simple chassis and a straw-based axle system (simple machine) that produces minimal friction and allows the cars to roll with little energy input, making them ideal learning tools for students of all ages.

Grades Covered: K through 12
Subjects Covered: Physical Science

Curriculum topics:
  • Motion
  • Momentum
  • Friction
  • Simple Machines
  • Kinematics
  • Conservation of Energy

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Standards
Idea Sheets are cross-referenced to subjects listed in the Common Core, Next Generation Science Standards, and California Content Standards.
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National Standards

  • Generate & compare multiple possible solutions to a problem based on how well each is likely to meet the criteria & constraints of the problem.

    (Next Generation Science Standards /// Elementary /// Engineering Design)

  • Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

    (Next Generation Science Standards /// Primary /// Engineering Design )

  • Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

    (Next Generation Science Standards /// Middle School /// Engineering Design)

  • Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

    (Next Generation Science Standards /// Middle School /// Engineering Design)

  • Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

    (Next Generation Science Standards /// Grade 3 /// Physical Science /// Motion and Stability: Forces and Interactions )

  • Make observations and/or measurements of an object's motion to provide evidence that a pattern can be used to predict future motion. [Examples: a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] "

    (Next Generation Science Standards /// Grade 3 /// Physical Science /// Motion and Stability: Forces and Interactions )

  • Use evidence to construct an explanation relating the speed of an object to the energy of that object.

    (Next Generation Science Standards /// Grade 4 /// Physical Science /// Energy )

  • Support an argument that the gravitational force exerted by Earth on objects is directed down.

    (Next Generation Science Standards /// Grade 5 /// Physical Science /// Motion and Stability: Forces and Interactions)

  • Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, & its acceleration. [Objects subject to a net unbalanced force, e.g., an object falling , rolling down a ramp, or a moving- pulled by a constant force.]

    (Next Generation Science Standards /// High School /// Physical Science /// Motion and Stability: Forces and Interactions)

  • 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.

    (Next Generation Science Standards /// Kindergarten /// Physical Science /// Motion and Stability: Forces and interactions )

  • 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.

    (Next Generation Science Standards /// Kindergarten /// Physical Science /// Motion and Stability: Forces and interactions )

  • Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object & the mass of the object.

    (Next Generation Science Standards /// Middle School /// Physical Science /// Motion and Stability: Forces and Interactions )

  • Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Emphasis is on relative amounts of potential energy. Examples: the Earth & a roller coaster cart at varying positions on a hill, changing the direction/orientation of a magnet, & static electrical on a balloon.] [Assessment on two objects & electric, magnetic, & gravitational interactions.]

    (Next Generation Science Standards /// Middle School /// Physical Science /// Energy )

  • Construct, use, & present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.

    (Next Generation Science Standards /// Middle School /// Physical Science /// Energy )

  • 1.b. An object's motion can be described by recording the change in its position over time.

    (CA Science /// Grade 2 /// 01. Physical Sciences /// 1. The motion of objects can be observed and measured.)

  • 1.c. The way to change how something is moving is to give it a push or a pull. The size of the change is related to the strength, or the amount of "force," of the push or pull.

    (CA Science /// Grade 2 /// 01. Physical Sciences /// 1. The motion of objects can be observed and measured.)

  • 1.d. Tools and machines are used to apply pushes and pulls (forces) to make things move.

    (CA Science /// Grade 2 /// 01. Physical Sciences /// 1. The motion of objects can be observed and measured.)

  • 4. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.

    (CA Science /// Grade Kindergarten /// 04. Investigation and Experimentation)

  • 5. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions and perform investigations.

    (CA Science /// Grade 3 /// 04. Investigation and Experimentation)

  • 6. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.

    (CA Science /// Grade 4 /// 04. Investigation and Experimentation)

  • 7. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, and to address the content of the other strands, students will develop questions & perform investigations.

    (CA Science /// Grade 7 /// 07. Investigation and Experimentation)

  • 1. Scientific progress is made by asking meaningful questions & conducting careful investigations. As a basis for understanding this concept, & to address the content of the other strands, students should develop questions & perform investigations.

    (CA Science /// Grade 9-12 /// 05. Investigation and Experimentation)

  • 2. Forces

    (CA Science /// Grade 8 /// 01. Physical Sciences)

  • 1. Motion and Forces

    (CA Science /// Grade 9-12 /// 01. Physics)

  • 2. Conservation of Energy and Momentum

    (CA Science /// Grade 9-12 /// 01. Physics)

  • 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

    (CA Science /// Grade 1 /// 04. Investigation and Experimentation)

  • 4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

    (CA Science /// Grade 2 /// 04. Investigation and Experimentation)

  • 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Student will:

    (CA Science /// Grade 5 /// 04. Investigation and Experimentation)

  • 7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

    (CA Science /// Grade 6 /// 07. Investigation and Experimentation)

  • 1. Motion

    (CA Science /// Grade 8 /// 01. Physical Sciences)

  • 9. Investigation and Experimentation

    (CA Science /// Grade 8 /// 01. Physical Sciences)

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