Mass vs. Speed CER Investigation
This 5E-model packet guides 6th graders through an investigation of how mass affects a car's speed down a ramp. Students will practice making predictions, identifying variables, collecting and analyzing data, and using the Claim-Evidence-Reasoning (CER) framework to explain their findings.
“Graphic organizer for students to plan evidence in a CER on # 🚗 Mass vs. Speed ## Car Ramp Investigation Using the 5E Model ### 🎯 Learning Goal **I can investigate how mass affects the motion of a car.** ### ✅ Success Criteria I can: ☐ Make a prediction about mass and motion. ☐ Identify the variables in an investigation. ☐ Collect and record data. ☐ Identify a pattern in my data. ☐ Use evidence to explain my results. --- # 🟦 1. ENGAGE — GET CURIOUS ### 👀 Teacher Demonstration Show students two toy cars: * 🚗 **Car A:** Car only * 🚙 **Car B:** Car + mass Place both cars at the same starting point on the same ramp. ### Ask: > **Which car do you think will reach the bottom first? Why?** ### Student Prediction ☐ Car A ☐ Car B ☐ They will be about the same ### 🗣️ Sentence Starter > **I predict __________ will move faster because __________.** ### 💡 Word Bank **mass • speed • force • motion • faster • slower • same** --- # 🟩 2. EXPLORE — TEST IT! ## 🔬 Investigation Question > **Does adding mass to a car affect how fast it moves down a ramp?** ### Materials ☐ Toy car ☐ Ramp ☐ Weights ☐ Stopwatch ☐ Ruler ### Lab Setup **Ramp height = 8 cm** **Ramp length = 30 cm** ### 👥 Team Roles | Role | Job | | --------------------- | ----------------- | | 🚗 **Car Manager** | Releases the car | | ⏱️ **Timer** | Measures the time | | ✏️ **Recorder** | Records the data | | 👀 **Safety Checker** | Checks the setup | --- ## 🧪 Variables | Variable | What does it mean? | Our Investigation | | -------------- | ------------------- | ----------------------- | | 🟨 Independent | What we change | **Mass** | | 🟧 Dependent | What we measure | **Time** | | 🟪 Controls | What stays the same | **Ramp, car, distance** | --- ## 📋 Procedure ### Step 1 Set the ramp to **8 cm**. ### Step 2 Measure **30 cm**. ### Step 3 Place the car at the starting point. ### Step 4 Release the car. **Do not push!** ### Step 5 Measure the time. ### Step 6 Repeat **3 trials**. ### Step 7 Add **80 g** to the car. ### Step 8 Repeat 3 trials. ### Step 9 Add **100 g** to the car. ### Step 10 Repeat 3 trials. --- # 🟨 DATA TABLE | Car + Mass | Trial 1 | Trial 2 | Trial 3 | | ----------- | --------: | --------: | --------: | | 🚗 Car only | _____ sec | _____ sec | _____ sec | | 🚗 + 80 g | _____ sec | _____ sec | _____ sec | | 🚗 + 100 g | _____ sec | _____ sec | _____ sec | ### 🔎 Look at Your Data **Fastest time:** __________ seconds **Slowest time:** __________ seconds **Mass with fastest time:** __________ **Mass with slowest time:** __________ --- # 🟧 3. EXPLAIN — WHAT DID YOU FIND? ### 👥 Partner Talk Compare your results with your partner. ### Question 1 **What happened when more mass was added?** ☐ The car became faster. ☐ The car became slower. ☐ The speed stayed about the same. ### Sentence Starter > **When the mass increased, the car's speed __________.** --- ### Question 2 **What pattern do you see in your data?** ### Sentence Starter > **My data shows that when __________________, __________________.** ### Word Bank **mass • increases • decreases • speed • time • faster • slower** --- # 🟪 4. ELABORATE — CONNECT TO REAL LIFE ### 🌎 Think Like a Scientist Imagine two shopping carts. 🛒 **Cart A:** Empty 🛒 **Cart B:** Filled with heavy groceries Both carts are pushed with the **same force**. ### Which cart do you think would be easier to accelerate? ☐ Empty cart ☐ Full cart ☐ They would be the same ### Explain: > **I think the __________ cart would accelerate more because __________.** --- --- --- ### 🚲 Make a Real-Life Connection Choose **ONE** example: ☐ Bicycle ☐ Shopping cart ☐ Wagon ☐ Skateboard ☐ Soccer ball ☐ Car ### Complete the organizer: | My Example | What is the Mass? | What Happens to Motion? | | ---------- | ----------------- | ----------------------- | | __________ | __________ | __________ | ### Sentence Starter > **When the mass of __________ changes, its motion __________.** --- # 🟥 5. EVALUATE — SHOW WHAT YOU KNOW ## CER: Claim–Evidence–Reasoning ### 🟥 CLAIM **Does adding mass affect the speed of the car?** ┌───────────────────────────────────────────────┐ │ Adding mass __________________ the car's │ │ speed. │ │ │ │ ☐ increases │ │ ☐ decreases │ │ ☐ does not change │ │ │ │ _____________________________________________ │ └───────────────────────────────────────────────┘ --- ### 🟦 EVIDENCE **Use numbers from your experiment.** ┌───────────────────────────────────────────────┐ │ The car with ______ g took ______ seconds. │ │ The car with ______ g took ______ seconds. │ │ │ │ This shows _________________________________ │ │ _____________________________________________.│ └───────────────────────────────────────────────┘ --- ### 🟩 REASONING **Explain why your evidence supports your claim.** ┌───────────────────────────────────────────────┐ │ My evidence supports my claim because │ │ ____________________________________________ │ │ ____________________________________________. │ │ │ │ The mass affected the car's ________________. │ └───────────────────────────────────────────────┘ ### 🔬 Science Word Bank **mass • speed • motion • force • acceleration • time • increase • decrease** --- # ⭐ EXIT TICKET ### 1. What variable did we change? > We changed the __________________. ### 2. What did we measure? > We measured the __________________. ### 3. What did you learn? > I learned that when mass __________________, the car's __________________. ### 4. What is one question you still have? > I wonder ____________________________________________. --- # 🎯 5E TEACHER GUIDE | 5E | What Students Do | Teaching Strategy | | ---------------- | --------------------- | ----------------------------------- | | 🟦 **Engage** | Make a prediction | Demonstration + questioning | | 🟩 **Explore** | Test different masses | Hands-on investigation + team roles | | 🟨 **Explain** | Discuss patterns | Partner talk + vocabulary | | 🟧 **Elaborate** | Connect to real life | Application + new examples | | 🟥 **Evaluate** | Explain results | CER + exit ticket | ### ⭐ Suggested Kagan Connections **ENGAGE:** Think-Pair-Share **EXPLORE:** RallyCoach/team roles **EXPLAIN:** RoundRobin discussion **ELABORATE:** Partner discussion **EVALUATE:** Individual CER/Exit Ticket”
Teacher Guide & Tips
- Use this packet as a 5E-model lesson, dedicating approximately one class period to each phase (Engage, Explore, Explain, Elaborate, Evaluate).
- Discussion Question: How does the concept of force relate to the results you observed in this experiment?
- Scaffold for struggling readers: Provide sentence starters and a word bank for the CER section and encourage peer collaboration during the 'Explain' phase.
- Extension for advanced students: Have students research and present on real-world scenarios where mass significantly impacts motion, such as in vehicle braking systems or sports like shot put.
- Estimated time: 1-2 class periods (45-90 minutes).
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free“Graphic organizer for students to plan evidence in a CER on # 🚗 Mass vs. Speed ## Car Ramp Investigation Using the 5E Model ### 🎯 Learning Goal **I can investigate how mass affects the motion of a car.** ### ✅ Success Criteria I can: ☐ Make a prediction about mass and motion. ☐ Identify the variables in an investigation. ☐ Collect and record data. ☐ Identify a pattern in my data. ☐ Use evidence to explain my results. --- # 🟦 1. ENGAGE — GET CURIOUS ### 👀 Teacher Demonstration Show students two toy cars: * 🚗 **Car A:** Car only * 🚙 **Car B:** Car + mass Place both cars at the same starting point on the same ramp. ### Ask: > **Which car do you think will reach the bottom first? Why?** ### Student Prediction ☐ Car A ☐ Car B ☐ They will be about the same ### 🗣️ Sentence Starter > **I predict __________ will move faster because __________.** ### 💡 Word Bank **mass • speed • force • motion • faster • slower • same** --- # 🟩 2. EXPLORE — TEST IT! ## 🔬 Investigation Question > **Does adding mass to a car affect how fast it moves down a ramp?** ### Materials ☐ Toy car ☐ Ramp ☐ Weights ☐ Stopwatch ☐ Ruler ### Lab Setup **Ramp height = 8 cm** **Ramp length = 30 cm** ### 👥 Team Roles | Role | Job | | --------------------- | ----------------- | | 🚗 **Car Manager** | Releases the car | | ⏱️ **Timer** | Measures the time | | ✏️ **Recorder** | Records the data | | 👀 **Safety Checker** | Checks the setup | --- ## 🧪 Variables | Variable | What does it mean? | Our Investigation | | -------------- | ------------------- | ----------------------- | | 🟨 Independent | What we change | **Mass** | | 🟧 Dependent | What we measure | **Time** | | 🟪 Controls | What stays the same | **Ramp, car, distance** | --- ## 📋 Procedure ### Step 1 Set the ramp to **8 cm**. ### Step 2 Measure **30 cm**. ### Step 3 Place the car at the starting point. ### Step 4 Release the car. **Do not push!** ### Step 5 Measure the time. ### Step 6 Repeat **3 trials**. ### Step 7 Add **80 g** to the car. ### Step 8 Repeat 3 trials. ### Step 9 Add **100 g** to the car. ### Step 10 Repeat 3 trials. --- # 🟨 DATA TABLE | Car + Mass | Trial 1 | Trial 2 | Trial 3 | | ----------- | --------: | --------: | --------: | | 🚗 Car only | _____ sec | _____ sec | _____ sec | | 🚗 + 80 g | _____ sec | _____ sec | _____ sec | | 🚗 + 100 g | _____ sec | _____ sec | _____ sec | ### 🔎 Look at Your Data **Fastest time:** __________ seconds **Slowest time:** __________ seconds **Mass with fastest time:** __________ **Mass with slowest time:** __________ --- # 🟧 3. EXPLAIN — WHAT DID YOU FIND? ### 👥 Partner Talk Compare your results with your partner. ### Question 1 **What happened when more mass was added?** ☐ The car became faster. ☐ The car became slower. ☐ The speed stayed about the same. ### Sentence Starter > **When the mass increased, the car's speed __________.** --- ### Question 2 **What pattern do you see in your data?** ### Sentence Starter > **My data shows that when __________________, __________________.** ### Word Bank **mass • increases • decreases • speed • time • faster • slower** --- # 🟪 4. ELABORATE — CONNECT TO REAL LIFE ### 🌎 Think Like a Scientist Imagine two shopping carts. 🛒 **Cart A:** Empty 🛒 **Cart B:** Filled with heavy groceries Both carts are pushed with the **same force**. ### Which cart do you think would be easier to accelerate? ☐ Empty cart ☐ Full cart ☐ They would be the same ### Explain: > **I think the __________ cart would accelerate more because __________.** --- --- --- ### 🚲 Make a Real-Life Connection Choose **ONE** example: ☐ Bicycle ☐ Shopping cart ☐ Wagon ☐ Skateboard ☐ Soccer ball ☐ Car ### Complete the organizer: | My Example | What is the Mass? | What Happens to Motion? | | ---------- | ----------------- | ----------------------- | | __________ | __________ | __________ | ### Sentence Starter > **When the mass of __________ changes, its motion __________.** --- # 🟥 5. EVALUATE — SHOW WHAT YOU KNOW ## CER: Claim–Evidence–Reasoning ### 🟥 CLAIM **Does adding mass affect the speed of the car?** ┌───────────────────────────────────────────────┐ │ Adding mass __________________ the car's │ │ speed. │ │ │ │ ☐ increases │ │ ☐ decreases │ │ ☐ does not change │ │ │ │ _____________________________________________ │ └───────────────────────────────────────────────┘ --- ### 🟦 EVIDENCE **Use numbers from your experiment.** ┌───────────────────────────────────────────────┐ │ The car with ______ g took ______ seconds. │ │ The car with ______ g took ______ seconds. │ │ │ │ This shows _________________________________ │ │ _____________________________________________.│ └───────────────────────────────────────────────┘ --- ### 🟩 REASONING **Explain why your evidence supports your claim.** ┌───────────────────────────────────────────────┐ │ My evidence supports my claim because │ │ ____________________________________________ │ │ ____________________________________________. │ │ │ │ The mass affected the car's ________________. │ └───────────────────────────────────────────────┘ ### 🔬 Science Word Bank **mass • speed • motion • force • acceleration • time • increase • decrease** --- # ⭐ EXIT TICKET ### 1. What variable did we change? > We changed the __________________. ### 2. What did we measure? > We measured the __________________. ### 3. What did you learn? > I learned that when mass __________________, the car's __________________. ### 4. What is one question you still have? > I wonder ____________________________________________. --- # 🎯 5E TEACHER GUIDE | 5E | What Students Do | Teaching Strategy | | ---------------- | --------------------- | ----------------------------------- | | 🟦 **Engage** | Make a prediction | Demonstration + questioning | | 🟩 **Explore** | Test different masses | Hands-on investigation + team roles | | 🟨 **Explain** | Discuss patterns | Partner talk + vocabulary | | 🟧 **Elaborate** | Connect to real life | Application + new examples | | 🟥 **Evaluate** | Explain results | CER + exit ticket | ### ⭐ Suggested Kagan Connections **ENGAGE:** Think-Pair-Share **EXPLORE:** RallyCoach/team roles **EXPLAIN:** RoundRobin discussion **ELABORATE:** Partner discussion **EVALUATE:** Individual CER/Exit Ticket”
Teacher Guide & Tips
- Use this packet as a 5E-model lesson, dedicating approximately one class period to each phase (Engage, Explore, Explain, Elaborate, Evaluate).
- Discussion Question: How does the concept of force relate to the results you observed in this experiment?
- Scaffold for struggling readers: Provide sentence starters and a word bank for the CER section and encourage peer collaboration during the 'Explain' phase.
- Extension for advanced students: Have students research and present on real-world scenarios where mass significantly impacts motion, such as in vehicle braking systems or sports like shot put.
- Estimated time: 1-2 class periods (45-90 minutes).
Mass vs. Speed CER Investigation
This 5E-model packet guides 6th graders through an investigation of how mass affects a car's speed down a ramp. Students will practice making predictions, identifying variables, collecting and analyzing data, and using the Claim-Evidence-Reasoning (CER) framework to explain their findings.
What is Diffit?
Teachers use Diffit to get quality materials for their unique classrooms. Adjust difficulty, add scaffolds, or change the topic to get started.
Try Diffit for free