Run and judge a fair test

Lesson overviewGROW · Week 5

Run and judge a fair test

Plan. Repeat. Check. Conclude.

Use evidence to answer the question, and explain its limits.

Contextual illustration of a ramp, block, ruler and alternative run-out surfaces. It is not a recorded experimental result.

Run and judge a fair testSlide 1 of 16

You Do · practiseGROW · Week 5

Recover the question and your plan

Read the slide text

A trolley travels from a ramp onto a horizontal run-out surface. A scale starts at zero at the ramp foot and is labelled centimetres; no measured result is supplied. Does the run-out surface affect the trolley’s stopping distance? Choose two surfaces. Complete CHANGE / KEEP / MEASURE. 0 cm same release • no push

Run and judge a fair testSlide 2 of 16

You Do · practiseGROW · Week 5

Check a safe, controlled setup

Adult secures a low ramp, clear run and padded stop.

Keep the trolley, ramp height and release mark fixed.

Keep the run-out level and the ramp join unchanged.

Agree the zero, trolley edge and no-push release.

Run and judge a fair testSlide 3 of 16

You Do · practiseGROW · Week 5

Record in a useful table

Name each surface before testing.

Use columns: Trial 1 / cm, Trial 2 / cm, Trial 3 / cm.

Record from the same zero to the same trolley edge.

Keep notes about any method change or non-run.

Run and judge a fair testSlide 4 of 16

You Do · practiseGROW · Week 5

Surface A: make three releases

Release without a push. Wait until the trolley stops.

Measure and record the first distance.

Reset to the same mark; repeat twice if practicable.

Keep every value and any method note.

Run and judge a fair testSlide 5 of 16

You Do · practiseGROW · Week 5

Surface B: keep the controls

Change only the level run-out sample.

Recheck the ramp join, release and measuring zero.

Run three no-push trials if practicable.

Record distances in centimetres and note any issue.

Run and judge a fair testSlide 6 of 16

You Do · practiseGROW · Week 5

Compare the repeated values

Are the three values for each surface close?

Is one run noticeably different? Keep it.

What did you observe about the method?

Use values from both surfaces in your explanation.

Run and judge a fair testSlide 7 of 16

You Do · practiseGROW · Week 5

No kit? Interpret this model set

INVENTED TEACHING DATA	WHAT MUST BE TRUE?
A: 48 cm, 50 cm, 49 cm B: 27 cm, 29 cm, 28 cm These are not your measurements.	Same trolley and ramp? Same no-push release and zero? Only run-out surface changed?

Run and judge a fair testSlide 8 of 16

You Do · practiseGROW · Week 5

Pause and inspect one uncertainty

Pause the kit. Compare the repeats.

Mark an unusual run or possible method issue.

Do not delete a result because it differs.

Decide whether one controlled retry would help.

Run and judge a fair testSlide 9 of 16

You Do · practiseGROW · Week 5

Retry a method issue if time allows

Name the concern before repeating.

Correct it, then use the same planned method.

Label the retry separately from the original trial.

Run and judge a fair testSlide 10 of 16

You Do · practiseGROW · Week 5

Optional: calculate a mean

Mean = total of the three distances ÷ 3

Model A: (48 + 50 + 49) ÷ 3 = 49 cm.

Run and judge a fair testSlide 11 of 16

You Do · practiseGROW · Week 5

Answer using the evidence

Our evidence supports ___ because the distances were ___.

This applies to this setup. One limit or method concern is ___.

Run and judge a fair testSlide 12 of 16

You Do · practiseGROW · Week 5

Keep the plan with the results

Keep your plan, all results and conclusion together.

Label actual, adult-recorded or model-data work.

Reset the space and return the equipment.

Run and judge a fair testSlide 13 of 16

Lundy Loop · pupil voiceGROW · Week 5

Your feedback has an audience

What helped while you waited between trials?

What could make testing or recording more accessible?

Point, sign, speak, write—or pass privately.

Adult: agree a change, explain limits and check back.

Run and judge a fair testSlide 14 of 16

Exit checkGROW · Week 5

Explain why the method matters

Supported: how many variables did we plan to change?

Standard: name one control variable from this test.

Stretch: why are repeats more useful than one result?

Run and judge a fair testSlide 15 of 16

Exit checkGROW · Week 5

Check and improve your answer

We changed the surface and controlled the release. Repeats helped us judge consistency.

An unexpected result stays in the record, with any method concern noted.

Run and judge a fair testSlide 16 of 16

Use the controls or left and right arrow keys. Printing includes pupil content; model answers remain separate.