STEM & Discovery

Build a Ramp and Test a Toy Car: A Simple STEM Investigation

Yellow toy car on a low cardboard ramp supported by broad books. — A low, stable ramp and a clear floor lane make a simple investigation setup.

A little ramp can launch a big question: will a toy car travel farther when the top of the ramp is higher? Children make a prediction, release the car, measure where it stops, and compare two low ramp setups.

The result depends on your car, cardboard, and floor. Repeating the run gives children a chance to notice both the pattern and the small differences from one trip to the next.

At a glance

Suggested ages: 5–10, with adult setup support.
Preparation: About 15 minutes; allow 25–40 minutes for testing and recording.
Group size: One child, a pair, or a small supervised group.

What you need

One freely rolling, unpowered toy car.
One stiff cardboard ramp about 18–24 inches long.
Broad, stable supports for two low heights.
Tape, a ruler or measuring tape, paper, and a pencil.

Support heights of about two and four inches are useful examples when stable with your materials. Adults prepare cuts and check the supports. For 24 children, use six supervised groups of four or rotate through fewer stations. Keep the track low rather than raising it on furniture.

Toy car, cardboard, two broad books, tape, measuring tape and blank recording paper. — Gather a car, stiff cardboard, stable supports, tape and recording materials.

Get ready

Choose a clear floor lane and tape the ramp so its lower end meets the floor smoothly. Mark a release line near the upper end. Mark zero at the lower end and measure to the front bumper after each run. Keep the same car, ramp, floor, and measuring method for both heights.

Investigate the ramp

1. Try a practice run

Place the car at the release line and lift your hand away. If it catches, check wheels, bends, and the floor join. Fix the setup before collecting results.

2. Make a prediction

Ask what might happen with a higher start and why. Record a drawing or a few words. A prediction gives you something to compare with the actual runs.

Low cardboard ramp with a taped floor transition and broad book supports. — Secure the support and smooth the transition where the ramp meets the floor.

3. Release gently

Line up the same part of the car with the mark each time. Let go without pushing and wait until it stops. Keep hands and feet out of the lane during the run.

4. Measure the distance

Measure from floor zero to the stopped car’s front bumper, using the same unit. Write the result. If the car veers or gets an accidental push, note it and repeat that trial.

A hand holds the car still at a marked release position on the ramp. — Hold the car at the same starting mark, then lift your hand away without pushing.

5. Repeat three times

Do three runs at the lower height. Check that the support and tape stay in place. Compare the shortest and longest distances; younger children can do this without calculating an average.

6. Raise and repeat

Change to the second low height while keeping the lower end, release mark, and other materials the same. Do three more runs and record them in another column.

7. Look at the results

Ask which setup usually sent the car farther and whether every run behaved alike. The higher arrangement changes the ramp’s slope and starting height together. Describe what this comparison shows rather than assuming every car would behave the same way.

Car beyond the ramp with a measuring tape starting at the ramp’s lower edge. — Measure from the ramp’s lower end to the stopped car’s front bumper.

Save your discoveries

Copy this simple layout onto paper and add your own observations. Drawing or dictated notes work just as well as independent writing.

Ramp arrangement	Trial 1	Trial 2	Trial 3	Notes
Lower support: record height	Measure	Measure	Measure	Observe
Higher support: record height	Measure	Measure	Measure	Observe

What children can explore

Gravity pulls the car downhill; wheels, surfaces, and bumps affect the trip. Ask, “Which part needs to stay the same?” or “What could explain these two different distances?” Recording results makes the discussion concrete.

At home and in the classroom

At home, take turns releasing and measuring. In class, rotate releaser, observer, measurer, and recorder roles. Waiting groups can sketch their predictions or compare recorded runs.

Make it work for your group

Use a broad ramp, adult release, large measuring marks, or a partner recorder. Older children can calculate averages or investigate a new floor surface in a separate comparison.

Helpful fixes and cleanup

Sticking wheels need a freely rolling car. A bumpy floor join needs smoother tape placement. Wandering cars need a clearer lane and a check for ramp twist. Remove floor tape after testing and store the ramp flat with the results sheet.

Build a Ramp and Test a Toy Car: A Simple STEM Investigation

At a glance

What you need

Get ready