Rolling Marbles
When given different marbles, your challenge is to predict and
test your hypothesis for which marble will roll the farthest or
fastest. First, you’ll need to identify the variables and decide
how to control them. Your tech team will use materials found in
the room to build a ramp for the marbles to run on. You will also
have measuring devices for time, weight and distance. In your
write-up, you will state your hypothesis, describe your process,
collect and display data for trials you conduct and describe the
results of your tests.
Rolling Marbles
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Rolling Marbles
Suggested Grade Span
6–8
Task
When given different marbles, your challenge is to predict and test your hypothesis for which
marble will roll the farthest or fastest. First, you’ll need to identify the variables and decide how
to control them. Your tech team will use materials found in the room to build a ramp for the
marbles to run on. You will also have measuring devices for time, weight and distance. In your
write-up, you will state your hypothesis, describe your process, collect and display data for trials
you conduct and describe the results of your tests.
Big Ideas and Unifying Concepts
Cause and effect
Design
Physical Science Concepts
Motion and forces
Properties of matter
Transfer and transformation of energy
Design Technology Concept
Design constraints and advantages
Mathematics Concepts
Data representation
Measurement
Time Required for the Task
One 60-minute class session.
Context
Throughout the year, I have put students into tech teams to work on design challenges. Before
completing this challenge, students have had experiences making predictions and controlling
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variables for fair tests. In this series of design technology tasks, students are assessed on their
ability to design a process that tests their prediction, to collect and display data, to understand
science and design concepts and work together as a team.
What the Task Accomplishes
This design challenge enables students to apply prior knowledge in designing investigations,
conducting fair tests and controlling simple variables. They also practice a number of science
skills, such as predicting, testing ideas, using materials, collecting precise data and drawing
conclusions based on their observations and test results. Students communicate their ideas to
the class and continue to build on learnings as they expand their conceptual understanding of
gravity, friction, kinetic and potential energy, inertia, the effects of weight and mass on motion,
and Newton’s Laws.
How the Student Will Investigate
Students formed teams and were given the design challenge, along with any materials they
needed. They began by measuring the weight of each ball (marbles) and making their
predictions. Ramps were built in the gym so that we would have plenty of room for the marbles
to roll once they left the ramps. As trials were conducted, one student released the marbles and
the other timed and/or measured distances. Data were recorded for each of the trials. Students
were expected to conduct more than one trial to verify results.
Students used stopwatches to time trials, measuring tapes for distances, scales for weighing
marbles, and calculators to average distances. Each individual student completed a graph with
data and a write-up.
Interdisciplinary Links and Extensions
Science/Mathematics/Design Technology
There are numerous design challenges, which students can engage in throughout the school
year, that integrate science, mathematics and design technology. While rolling marbles may
seem like a simple task, it leads to a variety of related fair tests that use other sizes and kinds of
marbles and objects that roll. Students can use their data to calculate distance using the
formula d = r x t. Students can record times at different distances along the way (every five feet,
for example) and plot results to see acceleration and deceleration patterns or to calculate
speeds.
Teaching Tips and Guiding Questions
Students may need some help planning how to control variables, conduct a fair test or collect
data. To get them started, have them plan what tasks need to be done and who will do them.
(e.g. who will release the ball). Consider asking these questions to guide thinking:
• What do you think will happen?
• What have you observed or tested before that helped you make this prediction?
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•
•
•
•
•
•
•
•
•
•
•
What needs to be controlled (release of ball, height of ramp, procedure for timing, etc.)?
What will you need to measure (weight of balls, distance traveled, time traveled)?
What tools will you need?
As you test, are you timing AND observing the motion of the marbles? Do they move in the
same way?
Do you notice any patterns in your results?
Can you support your conclusion using evidence from your results?
What new ideas do you now have about motion? Mass?
Did anything surprise you? Do you have a new question to test?
Did you conduct enough trials to verify results? Could others repeat what you did and get
the same results?
Have you used any science or mathematics terms to describe what was observed or
learned (gravity, friction, kinetic and potential energy, inertia, motion)?
How did you work as an individual? How did your team work?
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Physical Science – Properties of Matter: Students observe and compare physical properties of
matter; an unbalanced force acting on an object changes its speed or path of motion or both.
Design Technology – Constraints and Advantages: Students observe that some materials
are better than others, depending on the task and characteristics of the materials.
Physical Science – Motion and Forces; Transfer and Transformation of Energy: Students
demonstrate understanding of the concepts of kinetic energy, gravity, friction, potential energy,
motion, inertia, etc., and describe cause-effect relationships with some justification, using data
and prior knowledge.
Scientific Method: Students observe and explain reactions when variables are controlled
(cause and effect).
Mathematics: Students use data representation and analysis. Students identify trends and
patterns, graph numerical data and use (precise) measurements.
Skills To Be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Predicting, observing, controlling variables, testing ideas, measuring, using
tools, collecting and representing data, drawing conclusions based upon results and
communicating what was learned.
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Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena. Students
control variables.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Physical Science – Properties of Matter: Students describe and sort objects and materials
according to observations of similarities and differences of physical properties.
Physical Science – Motion and Forces; Transfer and Transformation of Energy: Students
observe and record the effect of materials and combinations of materials at rest and in motion.
Students observe that forces (such as gravity) can act “at a distance” and can cause objects to
be pushed or pulled. Students understand that energy is a property of many substances,
including mechanical motion, and can be transferred in many ways.
The Designed World: Students observe that tools extend the ability of people (to make things,
to move things, to shape materials) and that manufacturing requires a series of steps and,
depending on the task, careful choice of materials (based on their characteristics).
Mathematics: Students use data representation and data analysis; identify trends and patterns;
use tables and graphs to show how values of one variable are related (increase, decrease, etc.)
to values of another; and use numerical data and (precise) measurements in describing events,
answering questions, providing evidence for scientific explanations, and challenging
misconceptions.
Suggested Materials
For this challenge, students were provided with materials such as: tape, oaktag, cardboard,
clay, books, small boards, stopwatches, scales, measuring tapes and calculators. Students
used graph paper for their data.
Possible Solutions
Each solution should show some evidence of identifying variables and controlling them. Ramp
height, as well as the release for each ball, should remain constant. Measuring devices should
be used for time, weight and distance.
The write-up should include the following: hypothesis, process, graphic display of data, and
results of the tests. Data should be presented in an organized, labeled graph. Conclusions
should be supported by data. The heaviest marble should travel the farthest in most cases.
Related science terms (friction, inertia, gravity, kinetic and potential energy, etc.) may be used.
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Task-Specific Assessment Notes
Novice
This student’s solution is incomplete and lacking in detail. No explanation is included, therefore
there is no evidence of identifying variables and controlling them, no hypothesis, and no
measurement of time or weight. There is a graphic display of data, and three trials are
conducted. Data are organized, but the y-axis is not labeled. There are no conclusions and no
mention of the discrepancies in the trials (especially for the “big one”).
Apprentice
This student’s solution is lacking in detail, although the task is completed. The steps followed to
test the hypothesis are vague and and confusing (e.g., on page one the student says that they
will see how far the marble went, but on the second page and graph they show speed). It is not
clear how speed was calculated. Three trails are conducted and recorded, but data for only one
trial are presented, in a partially labeled graph. There is an attempt to use science terms
(inertia, mass), but there is minimal evidence of understanding what they mean. Conclusions
are stated and refer to, but do not explain the data.
Note: With more explicit explanations, this would score at a higher level.
Practitioner
This student’s solution is complete. The hypothesis is stated and steps are listed. There is
evidence about how the student considered variables. Data are presented in an organized,
labeled graph. Conclusions are supported by data.
Expert
This student’s solution is complete and detailed. The hypothesis and procedures are clearly
stated. There is clear evidence about how the student collected data, used tools and made
calculations. Conclusions are supported by data and a question is raised through analysis of
data, showing evidence of conceptual understanding.
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Novice
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Apprentice
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Apprentice
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Apprentice
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Practitioner
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Practitioner
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Expert
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Expert
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Expert
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