1. Change one thing
Which will we change: surface, or both surface and rover?
Help beside the question
Point, choose or say. One planned comparison.
Answer guidance
Answer: Surface only.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 2 MINUTES
Rover Rescue: Plan a Fair Test
Learning objective
I can plan a fair surface test, use repeated distance results and explain what the evidence supports.
Success looks like
- Change the surface and keep the release conditions consistent.
- Measure travel in centimetres from the same origin and rover point.
- Compare all repeats and state a sensible limitation.
A rescue rover needs a reliable route. Your task is not to make the longest run; it is to make the comparison fair.
Two separate lessons
A · Explore and explain · 40 minutes
B · Rover Evidence Lab · 40 minutes
Stop after Lesson A. Lesson B has its own start and exit.
Point, speak, sign, move cards, draw, write or direct an adult. Choose one route; equivalent science evidence does not require a written conversion.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 5 MINUTES
Four clues to start
Choose a route. Today’s responses decide the help you use. No previous worksheet is needed.
Supported · 4 questions
2. Measure
Which unit measures travel: centimetres or minutes?
Help beside the question
Point, choose or say. Distance, not time.
Answer guidance
Answer: Centimetres.
3. Release
Which is more consistent: release from one mark without pushing, or push differently each time?
Help beside the question
Point, choose or say. Keep the starting conditions fixed.
Answer guidance
Answer: Release from one mark without pushing.
4. Repeat
Choose: repeats help check a pattern, or guarantee every number is identical?
Help beside the question
Measurements can vary.
Answer guidance
Answer: They help check a pattern.
Standard · 4 questions
1. Change one thing
Which will we change: surface, or both surface and rover?
Help beside the question
One planned comparison.
Answer guidance
Answer: Surface only.
2. Measure
Which unit measures travel: centimetres or minutes?
Help beside the question
Distance, not time.
Answer guidance
Answer: Centimetres.
3. Release
Which is more consistent: release from one mark without pushing, or push differently each time?
Help beside the question
Keep the starting conditions fixed.
Answer guidance
Answer: Release from one mark without pushing.
4. Repeat
Why repeat a trial?
Help beside the question
Look for variation and a pattern.
Answer guidance
Answer: Repeats show whether results vary and whether a pattern is consistent.
Stretch · 4 questions
1. Change one thing
Which will we change: surface, or both surface and rover?
Help beside the question
Use an accurate science word. One planned comparison.
Answer guidance
Answer: Surface only.
2. Measure
Which unit measures travel: centimetres or minutes?
Help beside the question
Use an accurate science word. Distance, not time.
Answer guidance
Answer: Centimetres.
3. Release
Which is more consistent: release from one mark without pushing, or push differently each time?
Help beside the question
Use an accurate science word. Keep the starting conditions fixed.
Answer guidance
Answer: Release from one mark without pushing.
4. Repeat
Why repeat a trial?
Help beside the question
Use an accurate science word. Look for variation and a pattern.
Answer guidance
Answer: Repeats show whether results vary and whether a pattern is consistent.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 4 MINUTES
Fastest run or fairest test?
Team A changes the surface and ramp height together. Is its surface comparison fair?
No answer chosen yet. Think or discuss first.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 7 MINUTES
Watch, predict, explain
Predict, model, explain
We changed ___. We measured ___ in cm. We kept ___ the same. The results support ___ in this setup.
Make a prediction. Change one view, then use a label to explain what you notice.
Change the run-out surface. Keep the rover and release height the same.
Worked explanation · reveal after thinking
The rover is a classroom contact-resistance model, not a reproduction of Mars gravity or soil. Rolling resistance and other contacts matter; do not assert a universal roughness rule. Supplied 48/51/49 cm and 27/29/28 cm values are invented teaching data, not class measurements. Prediction and result are different.
Local explainer · 32 seconds · silent with captions
Use instead of part of the demonstration. It never autoplays and needs no internet.
Full text / no-video alternative
00–08 seconds · Define the test
Change the run-out surface. Keep the rover and release height the same.
08–16 seconds · Fix the measurement
Measure from the marked ramp exit to the same point on the stopped rover, in centimetres.
16–24 seconds · Repeat fairly
Complete three no-push trials on each surface. Keep all six raw results.
24–32 seconds · Review a conclusion
Compare the repeated results, explain variation and keep the conclusion within this setup.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 10 MINUTES
Build the variable-control board
Choose a card, read its evidence, then place it in a group. Explain one decision together.
Drag, or select a card and press a group button. Tab and Enter work too; an adult can follow your pointing.
Change
Measure
Keep the same
Choose a card first. No cards have been placed.
Read the card clues
Surface: Compare the chosen smooth and fabric run-out surfaces.
Travel distance: Measure centimetres from the marked origin to the rover’s front.
Rover: Use the same unpowered rover in each trial.
Release mark: Release without a push from the same mark.
Ramp height: Keep the ramp at the same secured height.
Measurement reference: Use the same ruler origin and the same part of the rover.
Would a small change help? · optional
You may ask for a clearer diagram, fewer cards at once, reading help or more thinking time. Tell your teacher, ask privately, point or pass. Your teacher will say what can change and check whether it helped. No extra sheet is needed.
Group explanations · reveal after sorting
Surface: Change. Compare the chosen smooth and fabric run-out surfaces.
Travel distance: Measure. Measure centimetres from the marked origin to the rover’s front.
Rover: Keep the same. Use the same unpowered rover in each trial.
Release mark: Keep the same. Release without a push from the same mark.
Ramp height: Keep the same. Keep the ramp at the same secured height.
Measurement reference: Keep the same. Use the same ruler origin and the same part of the rover.
With JavaScript off, point to the cards and labels or use the paper versions.
Surface: Compare the chosen smooth and fabric run-out surfaces.
Travel distance: Measure centimetres from the marked origin to the rover’s front.
Rover: Use the same unpowered rover in each trial.
Release mark: Release without a push from the same mark.
Ramp height: Keep the ramp at the same secured height.
Measurement reference: Use the same ruler origin and the same part of the rover.
Supplied resources · read or print
Rover plan and blank trial table
Question and prediction
How does __________ affect __________? I predict __________ because __________.
Variables
Change: ________ Measure and unit: ________ Keep the same: ______________
Release and ruler rule
Start mark: ________ No push. Ruler origin: ________ Rover point: ________
Six trial spaces
Smooth: 1 ____ cm · 2 ____ cm · 3 ____ cm
Fabric: 1 ____ cm · 2 ____ cm · 3 ____ cm
Safe method and limit
____________________________________________________________
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 10 MINUTES
Use the evidence yourself
Supported · use one response mode
1. Plan the variables
Place the change, measure and keep cards under headings.
Help: Surface / distance / same setup.
2. Make a usable method
Order release → stop → measure → record.
Help: No push from the marked start.
3. Prepare the record
Point to six blank trial spaces and one safety step.
Help: Two surfaces × three trials.
Standard · use one response mode
1. Plan the variables
Write a test question, prediction and three controls.
Help: How does surface affect travel distance?
2. Make a usable method
Write a method another adult can follow, with three trials per surface.
Help: Measure in cm from the ramp exit.
3. Prepare the record
Draw a six-result table and name a practical risk control.
Help: Clear lane; secured low ramp.
Stretch · use one response mode
1. Plan the variables
Justify each control and distinguish a prediction from a conclusion.
Help: Do not reveal supplied results as a prediction.
2. Make a usable method
Specify ruler origin, rover reference point and handling of unusual trials.
Help: Record a possible method problem before repeating.
3. Prepare the record
Explain how the plan separates surface effects from changing release conditions.
Help: Same release height and vehicle.
Supplied resources · read or print
Rover plan and blank trial table
Question and prediction
How does __________ affect __________? I predict __________ because __________.
Variables
Change: ________ Measure and unit: ________ Keep the same: ______________
Release and ruler rule
Start mark: ________ No push. Ruler origin: ________ Rover point: ________
Six trial spaces
Smooth: 1 ____ cm · 2 ____ cm · 3 ____ cm
Fabric: 1 ____ cm · 2 ____ cm · 3 ____ cm
Safe method and limit
____________________________________________________________
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON A · 2 MINUTES
Two small checks
Supported · 2 questions
1. Fair plan
Match: change = surface; measure = distance; keep = same rover.
Help beside the question
Point to all three.
Answer guidance
Answer: Surface, distance in cm, same rover.
2. Repeat and measure
How will you make the measurement and repeats consistent?
Help beside the question
Point, choose or say. Same origin, same rover point, three repeats each.
Answer guidance
Answer: Use the same origin and rover reference point for three trials per surface.
Standard · 2 questions
1. Fair plan
Name what changes, what is measured and one thing kept the same.
Help beside the question
Surface / distance / rover or release.
Answer guidance
Answer: Change surface; measure distance in cm; keep rover, ramp or release constant.
2. Repeat and measure
How will you make the measurement and repeats consistent?
Help beside the question
Same origin, same rover point, three repeats each.
Answer guidance
Answer: Use the same origin and rover reference point for three trials per surface.
Stretch · 2 questions
1. Fair plan
Name what changes, what is measured and one thing kept the same.
Help beside the question
Use an accurate science word. Surface / distance / rover or release.
Answer guidance
Answer: Change surface; measure distance in cm; keep rover, ramp or release constant.
2. Repeat and measure
Why would changing ramp height undermine the surface comparison?
Help beside the question
Two factors would affect travel.
Answer guidance
Answer: Any difference could come from the surface or the changed release energy; the cause would be unclear.
Lesson A ends here. Keep any useful science evidence. Lesson B starts fresh with the supplied materials.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 4 MINUTES
Rover Evidence Lab
Fresh start · your 32-minute workshop
Rover Evidence Lab
Arrival, investigation, checking and refining total 32 minutes. Then review the evidence for four minutes and complete two exit checks in four minutes.
Supported · 4 questions
1. Ruler origin
Where should every distance measurement begin?
Help beside the question
Point, choose or say. Use the marked ramp exit as zero.
Answer guidance
Answer: The same marked ramp-exit origin.
2. Same rover point
Should one trial measure to the front and another to the back?
Help beside the question
Point, choose or say. Choose one reference point.
Answer guidance
Answer: No; use the same point each time.
3. Record all
An unusual value appears. Should you quietly delete it?
Help beside the question
Point, choose or say. Check the method and record what happened.
Answer guidance
Answer: No; retain it, investigate and justify any repeat.
4. Label the source
Are supplied teaching numbers automatically our classroom results?
Help beside the question
Point, choose or say. State where the values came from.
Answer guidance
Answer: No; label them supplied teaching data.
Standard · 4 questions
1. Ruler origin
Where should every distance measurement begin?
Help beside the question
Use the marked ramp exit as zero.
Answer guidance
Answer: The same marked ramp-exit origin.
2. Same rover point
Should one trial measure to the front and another to the back?
Help beside the question
Choose one reference point.
Answer guidance
Answer: No; use the same point each time.
3. Record all
An unusual value appears. Should you quietly delete it?
Help beside the question
Check the method and record what happened.
Answer guidance
Answer: No; retain it, investigate and justify any repeat.
4. Label the source
Are supplied teaching numbers automatically our classroom results?
Help beside the question
State where the values came from.
Answer guidance
Answer: No; label them supplied teaching data.
Stretch · 4 questions
1. Ruler origin
Where should every distance measurement begin?
Help beside the question
Use an accurate science word. Use the marked ramp exit as zero.
Answer guidance
Answer: The same marked ramp-exit origin.
2. Same rover point
Should one trial measure to the front and another to the back?
Help beside the question
Use an accurate science word. Choose one reference point.
Answer guidance
Answer: No; use the same point each time.
3. Record all
An unusual value appears. Should you quietly delete it?
Help beside the question
Use an accurate science word. Check the method and record what happened.
Answer guidance
Answer: No; retain it, investigate and justify any repeat.
4. Label the source
What distinction must remain between a prediction, a measured value and a supplied value?
Help beside the question
They have different origins.
Answer guidance
Answer: A prediction is expected; a measured value was collected; a supplied value came from the provided dataset.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 20 MINUTES
Gather and use evidence
Use a low secured ramp on the floor or inside a bounded tray, one unpowered toy rover and a clear stop lane. Keep hands out of the run; collect only once stopped. No high drops or projectiles. An adult can release and measure, or use the complete supplied-data route.
4 min · Recheck the release and measurement method.
20 min · Carry out or direct six safe trials, or analyse the supplied teaching dataset. Label your evidence source.
2 min · Check controls, units and all raw values.
6 min · Compare repeated distances, qualify the conclusion and improve one method detail.
| Step | Consistent procedure |
|---|---|
| 1 · Set up | One secured ramp, rover and marked measurement origin |
| 2 · Trial | Release from the mark without pushing; allow it to stop |
| 3 · Measure | Measure to the same rover point in cm; record the raw result |
| 4 · Repeat | Three trials per surface; record any method issue |
Supported route
Direct an adult, read one distance or point to the longer set. Use all supplied values with help; explain one control.
Standard route
Record three trials per surface or use the supplied set. Compare the intervals, give a conclusion and identify a limitation.
Stretch route
Calculate means (about 49.3 and 28 cm) and numerical ranges (3 and 2 cm). Discuss variation and how extra repeats differ from testing extra surfaces.
Supplied rover evidence · reveal trial columns
Use the digital choices or the matching paper page. One response mode is enough.
Invented teaching data. These are not measurements from your class. Reveal one recorded trial at a time, or use the full paper table.
| Surface | Trial 1 (cm) | Trial 2 (cm) | Trial 3 (cm) |
|---|---|---|---|
| Smooth | — | — | — |
| Fabric | — | — | — |
No trials revealed.
Which conclusion fits all six values?
No answer chosen yet. Think or discuss first.
Revisit the controllable model
Change the run-out surface. Keep the rover and release height the same.
Supplied resources · read or print
Run the test · practical checklist
Before release
Secure a low ramp and clear a bounded stopping lane. Agree an adult stop signal. Use the same rover, release point and surface starting position.
For each trial
Release without pushing. Wait for the rover to stop. Measure from the ramp-exit mark to the same point on the rover. Record the distance in cm before resetting.
Repeats and problems
Three trials on each surface. Retain every raw result. Record a collision, push or shifted ruler; discuss whether a justified extra trial is needed.
Supplied-data option
Use the supplied table instead of running equipment. Label it invented teaching data, not your own measurements.
Conclusion frame
In this setup, ________ travelled farther because the evidence shows ________. A limitation is ________.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 2 MINUTES
Check one piece of evidence
Check one piece of evidence
Are there six raw values with cm? Was each measured from the same origin to the same rover point? Is the source labelled measured or supplied?
Worked explanation · reveal after thinking
Supplied data: smooth 48, 51, 49 cm, mean ≈49.3 cm, range 3 cm; fabric 27, 29, 28 cm, mean 28 cm, range 2 cm. All smooth trials go farther here. Contact resistance is a plausible reason under the controlled setup. Do not claim the model establishes performance on Mars.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 6 MINUTES
Improve one science explanation
Improve the science, not the amount of writing
Retain raw results. Add a missing control or unit, investigate an unusual run, or replace “always” with a conclusion about this setup.
Point, speak, sign, move a card, draw or write. One useful change is enough.
Worked explanation · reveal after thinking
Supplied data: smooth 48, 51, 49 cm, mean ≈49.3 cm, range 3 cm; fabric 27, 29, 28 cm, mean 28 cm, range 2 cm. All smooth trials go farther here. Contact resistance is a plausible reason under the controlled setup. Do not claim the model establishes performance on Mars.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 4 MINUTES
Does the claim fit?
Test the claim
“Choose the longest run from each surface and ignore the rest.”
Why would this hide useful evidence about variation?
Does the claim fit the evidence?
No answer chosen yet. Think or discuss first.
Would a small change help? · optional
You may ask for a clearer diagram, fewer cards at once, reading help or more thinking time. Tell your teacher, ask privately, point or pass. Your teacher will say what can change and check whether it helped. No extra sheet is needed.
GROW · SCIENCE · Autumn 2 · Week 6 · LESSON B · 4 MINUTES
Two checks to finish
Supported · 2 questions
1. Use the evidence
Supplied smooth results are 48, 51, 49 cm; fabric 27, 29, 28 cm. Which went farther here?
Help beside the question
Point, choose or say. Compare every result.
Answer guidance
Answer: Smooth; all smooth distances exceed all fabric distances.
2. Limit
Choose: this rover and these surfaces, or every rover on Mars?
Help beside the question
Only this comparison was made.
Answer guidance
Answer: This rover and these surfaces.
Standard · 2 questions
1. Use the evidence
Supplied smooth results are 48, 51, 49 cm; fabric 27, 29, 28 cm. Which went farther here?
Help beside the question
Compare every result.
Answer guidance
Answer: Smooth; all smooth distances exceed all fabric distances.
2. Limit
State one limitation of the conclusion.
Help beside the question
Think one rover, two surfaces and three repeats.
Answer guidance
Answer: It applies to this setup; it does not establish all rovers/surfaces or conditions on Mars.
Stretch · 2 questions
1. Use the evidence
Compare the means of the two supplied datasets.
Help beside the question
Add each group and divide by three.
Answer guidance
Answer: Smooth 148/3 ≈ 49.3 cm; fabric 84/3 = 28 cm; difference ≈ 21.3 cm.
2. Limit
State one limitation of the conclusion.
Help beside the question
Use an accurate science word. Think one rover, two surfaces and three repeats.
Answer guidance
Answer: It applies to this setup; it does not establish all rovers/surfaces or conditions on Mars.
Lesson B ends here. Keep useful science evidence; no extra feedback form is needed.