Knapp, David; Grades 3-4

Ramping Up for Speed

Using the Learning Cycle to Teach Effects of Slope, Mass & Friction on Motion
Learning Standards: Grades 3-4
Iowa Science Standard (physical science) 3-PS2 Motion and Stability:
Forces and Interactions
3-PS2-2: Make observations and/or measurements of an objects motion
to provide evidence that a pattern can be used to predict future motion.
Science Practices: Asking questions, planning and carrying out
investigations, analyzing and interpreting data, constructing explanations
IC 21st Century Skills (employability): Communicate & work productively
with others, demonstrate productivity and accountability by producing
quality work

What students will be doing: participate in discussion and exploration activities

regarding the effects of slope, weight and friction on motion; students will
manipulate variables, make observations, collect and record data, and determine
conclusions based on this data.

ENGAGE
Imagine we have a day off to ride bikes, go sledding or skating. We will encounter
many types of hills some tall and steep, some small, some rough and some smooth.
Some of us will be on big heavy sleds; others of us might just have small light sleds.
Will we go down each of these hills at the same speed?
Would we go down a hill faster on ice or grass?
Will we all go down the same hill at the same speed?
1

Teacher Note: Place the following images in a PowerPoint (would also work in a
Prezi production or Smart Board activity file) to use as prompts in the engage
discussion of our imaginary motion day off.

EXPLORE

Materials: marbles, toy cars, toothpicks, foam pieces (uniform half tubes),
marbles large and small (all large marbles identical in mass, all small
marbles identical in mass), something to stack to create ramp (empty
VHS/DVD cases, books of same size, etc. make sure these are of
uniform size to create the base when making the ramps), stopwatch (or
3

similar timing device), ruler or meter stick, sturdy cardstock paper (to
create ramp with smooth surface), cardboard covered with sandpaper
(to create ramp with surface friction)

Activity Set-up and Teaching Tips:

Arrange materials in a way that makes distribution of materials and clean-up
simple; before class, set up enough materials to allow students to work in pairs or
groups of 4 students. Note: Show students the materials before distributing to
the class. This will help maintain their focus during teacher explanations - as
opposed to playing with the materials during directions.

Safety:
Warning: obviously toothpicks have points; caution students to be careful as
they connect foam pieces to not press a toothpick into their hands and remind
them that ALL toothpicks should be used ONLY for use in the experiments or
activities (not poking a partner).
4

Make sure students in groups have enough work space to complete activities
without interfering with other groups. (*They will need quite a lot of flat
surface area.)

Background / engage extension:

Play the video at the link below (turn sound off) in the background as students
interact with the materials.
https://www.youtube.com/watch?v=iNTX55Rpk8w

Introducing the Explore to Students:

Today we are going to explore ways we can change the speed of an object that is
going downhill. Remember you can only use the things in your materials bag.
The things I want to you explore include:
1)
2)
3)
4)
5)

ways to make different ramps of different steepness

how to make your ramps have different types of surfaces
the speed different objects go downhill
practice different ways of releasing objects down your ramps
practice using the stopwatch to time the objects going down your ramp

There is no need to do any recording yet. But pay close attention to the ways your
changes affect other things you are trying the way they interact with each
other. Towards the end of the exploration time each group will share with the
class their observations.
A couple of last reminders: marbles and cars are part of the activities - please
stay focused on these activities. And toothpicks are pointy use them carefully
and be watchful for your friends safety.
5

While students are exploring, move from group to group asking probing questions
about what students have discovered. Allow students 10 or 15 minutes to work
with the materials, depending on their level of interest and focus.

Wrapping Up the Exploration

Bring groups back together and have them share their discoveries. Ask students
questions such as the following:

How did you change the ramp?

What did you notice about how fast objects went downhill when the ramp
was tall or short?
What different kinds of marbles or cars did you use?
Did different size cars or marbles act differently on the ramps?
How did you change the surface of your ramp?
Did how smooth or rough your ramps surface was make a difference to the
way a marble or car behaved going downhill?
Did anyone create a race between objects how did you set that up what
happened?

EXPLAIN
Introduce the critical terms by first asking students: what new words do you
believe are important in understanding this activity?
Ideas will be strengthened if the class generates original definitions themselves.
Either create a word wall or anchor charts on which you build these definitions
with student input.

*** Also use ongoing vocabulary science journals for each

student.
***See Appendix B for an example of entries

motion: when an object changes position or location (moving)

gravity: downward pull
slope: downward or upward slant (demonstrate with concrete objects and/or

pictures of things slanting)

mass: weight
height: distance between the ground (base) and the top of an object
surface: the top layer, covering texture
friction: the resistance that one object encounters moving over another object
speed: time it takes an object to move from one point to another point

Include a discussion designed to clarify main ideas and provide students with
opportunities to think about the exploration activity in the context of the new
terms.

ELABORATE
7

Materials: marbles, toy cars, toothpicks, foam pieces (uniform half tubes),
marbles large and small (all large marbles identical in mass, all small
marbles identical in mass), something to stack to create ramp (empty
VHS/DVD cases, books of same size, etc. make sure these are of
uniform size to create the base when making the ramps), stopwatch (or
similar timing device), sturdy cardstock paper (to create ramp with
smooth surface), cardboard covered with sandpaper (to create ramp
with surface friction)

Introducing the Elaborate Section to Students:

It is time to be more scientific about collecting some real data. In this part of the
activity, you are expected to use measurements and record numbers.
8

Besides just watching to see who/what wins a race downhill is there a more
scientific way to measure the results of how fast an object moves downhill?
Response: time the speed
How could we do that?
Response: stopwatch

Each challenge must be answered using what you know about a fair test.
What are the important steps in setting up a fair test?
Response: Writing a research question that has the independent and
dependent variables mentioned in it, doing at least 3 trials, and trying to keep
everything else constant.

Special Discussion regarding constants in these activities:

One of the things you will be doing is timing the speed an object (a marble or a
car) traveling down your ramp. What are some of the things we need to think
about to make sure we are conducting a fair test each time?
Response: release the object same way, i.e. drop or let it go without
pushing it, start the timer exactly as you release it each time.
Can you think of a way to make sure someone doesnt release the marble or car
differently across trials?
Response: Maybe put a ruler across the top of the ramp in front of the
object and then just lifting it up to let the object start down the ramp on its own

That is a good way to try to control the release or beginning of the timer when
9

should we stop it to mark the end of the speed time?

Response: as soon as it gets to the bottom

Is there any way to do that (always stop the timer at the bottom) consistently in
each trial for all the groups?
Response: put something in front of the bottom to stop it (another ruler, a
block, etc.) and use the cue of: when it hits this object you stop the timer

Are there other things that could affect our tests that might be difficult to
control (hint: the foam pieces for the ramp are exactly the same; the marbles are
exactly the same)?
Response: a lot of the cars are different
Good point, what can we do or what could we do in a lab setting - to address this
issue?
Response: here we need to try to find exactly the same cars (there are some
pairs) or at least try to match size and weight as closely as possible. In a lab
setting we would measure and weigh each car to make sure the mass was the same

I think those are great ideas these are the types of things that scientists
need to consider to make sure they are conducting fair tests.

You can complete these challenges in any order you wish, but you need to try your
hardest to record your data neatly and accurately and to answer every question on
your data sheets.

Self-Evaluation
10

When you have completed all of the challenges be sure to complete the Exit Pass
think carefully about your work and answer each question. Turn this into the
basket on my desk with your data sheets.

Students will also complete a similar self- evaluation after completing the final
phase with their group.

**See Appendix C

11

Distribute the challenge data sheets to students, one per student and walk
students through each challenge and the other questions on each data sheet.

Challenge 1:
Using the foam tubes from the materials packet, create two ramps one
tall, one short of equal length.
Release a marble at the same spot at the top of each ramp (use marbles
of the exact same size and weight on each ramp).
How does the slope of the ramp affect the speed the marble travels?

Challenge 2:
Using the foam tubes from the materials packet, create two ramps of
equal length AND placed at equal height (making equal angles and slope).
Release two different size marbles (larger/heavier versus smaller/lighter)
at the same spot at the top of each ramp.
How does the weight (mass) of the marble affect the speed the marbles
travel?

Challenge 3:
Create two ramps of equal length AND placed at equal height (making
equal angles and slope). One ramp should be made from smooth cardstock
paper. One ramp should be made from the sandpaper sheets provided in
the materials packet.
Release a toy car at the same spot at the top of each ramp (use cars of
the exact same size and weight on each ramp).
How does the type of material on the surface of the ramp affect the
speed the car travels?

12

Handouts for the Elaboration Phase:

Challenge 1 Data Sheet

Group Members: __________________________________________

Challenge 1: Using the foam tubes from the materials packet, create two
ramps one tall, one short of equal length.
Release a marble at the same spot at the top of each ramp (use marbles
of the exact same size and weight on each ramp).
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

_______________________________________________________
Answer: How does the slope of the ramp (height) affect the
speed/distance the marble travels?
Independent variable(s): ______________________________________
answer: speed; distance
Dependent variable(s): ________________________________________
answer: height/slope of ramp
13

Name the variables you will hold constant: _______________________

answer: the size/mass of marbles; method of release (simple drop)

Data Table:
Ramp Height
(short or tall)

Ramp Height, Speed a Marble Travels

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

Write a claim about what you discovered. ________________________

__________________________________________________________

14

Challenge 2 Data Sheet

Group Members: __________________________________________

Challenge 2: Using the foam tubes from the materials packet, create two
ramps of equal length AND placed at equal height (making equal angles
and slope).
Release two different size marbles (larger/heavier versus smaller/lighter)
at the same spot at the top of each ramp.
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
How does the weight (mass) of the marble affect the speed/distance
the marble travels?
Independent variable(s): ______________________________________
answer: speed; distance

Dependent variable(s): ________________________________________

answer: size (mass) of marble
15

Name the variables you will hold constant: _______________________

________________________________________________________
answer: the height (slope) of ramp; method of release (simple drop)

Data Table: Marble Mass (weight), Speed a Marble Travels

Marble Mass
(heavy, light)

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

Write a claim about what you discovered. ________________________

__________________________________________________________
16

17

Challenge 3 Data Sheet

Group Members: __________________________________________

Challenge 3: Create two ramps of equal length AND placed at equal height
(making equal angles and slope). One ramp should be made from smooth
cardstock paper. One ramp should be made from the sandpaper sheets
provided in the materials packet.
Release a toy car at the same spot at the top of each ramp (use cars of
the exact same size and weight on each ramp).
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
How does the type of material on the surface of the ramp affect the
speed the car travels?
Independent variable: ______________________________________
answer: speed; distance

Dependent variable: _______________________

answer: type of surface (friction)

18

Name the variables you will hold constant: _______________________

________________________________________________________
answer: the height (slope) of ramp; size (mass) of car; method of
release (simple drop)

Data Table: Ramp Surface Type and Speed Toy Race Car Travels
Ramp Surface
(smooth or
rough)

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

Write a claim about what you discovered. ________________________

__________________________________________________________

19

EVALUATE
Part 1 = Final Product:

(Note: See evaluation rubric)

Materials: marbles, toy cars, toothpicks, foam pieces (uniform half tubes),
marbles large and small (all large marbles identical in mass, all small
marbles identical in mass), something to stack to create ramp (empty
VHS/DVD cases, books of same size, etc. make sure these are of
uniform size to create the base when making the ramps), stopwatch (or
similar timing device), ruler or meter stick, sturdy cardstock paper (to
create ramp with smooth surface), cardboard covered with sandpaper
(to create ramp with surface friction)
20

Directions:

Create a new challenge using these materials and the concepts you
have learned in the three challenges you have already completed.

Run three (3) trials of your challenge.

Identify your:

research question,

dependent variable(s),

independent variable(s), and

constant(s).

Develop a data sheet to record your data.

Write a claim based on your data from the trials you conducted from
your challenge.
21

Possible responses include (but are NOT limited to):

Evaluation challenge:
Using the foam tubes from the materials packet, create two ramps one
tall, one short of equal length.
Release two different size marbles (larger/heavier versus smaller/lighter)
at the same spot at the top of each ramp.
What is the result?
What conclusions might you make from this information?

Evaluation challenge:
Using two ramps of equal length AND placed at equal height (making equal
angles and slope); one ramp with a smooth surface and one ramp with a
surface covered with sandpaper.
Release two different size cars (larger/heavier versus smaller/lighter) at
the same spot at the top of each ramp.
What is the result?
What conclusions might you make from this information?

Evaluation challenge:
Using ramps of equal length create two ramps placed at UNequal heights
one tall, one short - one ramp with a smooth surface and one ramp with a
surface covered with sandpaper.
Release a toy car at the same spot at the top of each ramp (use cars of
the exact same size and weight on each ramp).
What is the result?
What conclusions might you make from this information?
Evaluation challenge:
Using ramps of equal length create two ramps placed at UNequal heights
one tall, one short - one ramp with a smooth surface and one ramp with a
22

surface covered with sandpaper.

Release two different size cars (larger/heavier versus smaller/lighter) at
the same spot at the top of each ramp
What is the result?
What conclusions might you make from this information?

See appendix A for sample data record sheets for

these possible evaluation final products.

Part 2 = Presentation:

(Note: See evaluation rubric)

Each group will present their final product (extension challenge) to the class.

Each member of the group should be involved in the presentation.

The final product should include all the required elements and the group should
include in their presentation the:

research question,
dependent variable(s),
independent variable(s), and
constant(s).

23

The group presenting will:

show their data sheet(s) and
explain (justify) their research claim.

Evaluation rubric for Final Product

& Presentation
Rubric for Scoring Final Product & Presentation:
Focus area
Required
elements in
Final Product:

Final
Product is
missing 4 or
more of the
research
required
question,
elements
dependent and/or has
variable(s) 4 or more
independe
of the
nt
required
variable(s)
elements
constants
incorrect.
data

Final
Product
contains at
least 3 of
the
required
elements
that are
accurate.

Final
Product
contains at
least 4 out
of 6 of the
required
elements
that are
accurate
and wellwritten.

Score
Total

Final Product
contains all
required
elements.
Elements are
all accurate
and wellwritten.

record
final claim

24

Data Record

Data
Record
does not
represent
the
challenge
and/or is
missing.

Data
Record
does
include
critical
features to
represent
the
challenge
and/or is
incomplete.

Data
Record
represents
the
challenge
but does
not extend
the
activities,
or is not
complete
and/or the
results are
not clear.

Data Record
accurately
represents the
challenge. The
challenge
extends the
activities. The
data is
complete and
the results are
clearly
identified.

Mechanics/
Grammar of
Final Product
Challenge

Final
Product
Challenge
has four or
more
spelling
and/or
grammatical
errors or
errors in
sentence
structure.

Final
Product
Challenge
has no more
than three
misspellings
and/or
grammatical
errors or
errors in
sentence
structure

Final
Product
Challenge
has no more
than two
misspellings
and/or
grammatical
errors or
errors in
sentence
structure.

Final Product
Challenge has
no misspellings
and/or
grammatical
errors.
Sentence
structure is
correct.

Presentation

Less than
50% of the
required
elements
are
included.

Between 60
and 80
percent of
the
required
elements

At least 80
percent of
the
required
elements
are

All required
elements are
included.

25

Participation

are
included.

included.

Audience
has a
difficult
time
understandi
ng the
presentatio
n due to
lack of
sequence

Audience
has a
difficult
time
following
along since
the
presenter
jumps from
one topic to
another

Audience
can follow
along since
Informatio
n is
presented
in a logical
sequence

Student
only
participates
in the
presentatio
n verbally,
or by
visually
demonstrati
ng the
material,
less than
50% of the
time.

Student
only
participates
in the
presentatio
n verbally,
or by
visually
demonstrati
ng the
material, 50
to 80 % of
the time.

Student
participates
actively in
the
presentatio
n verbally
or by
demonstrati
ng visually
the
material.

Does not
appear to
be
attending

Does not
appear to
be
attending

When not
speaking,
student is
paying

Audience is
engaged in
presentation;
information is
interesting
and follows a
logical
sequence

N/A

26

to the
presentatio
n or
responding
to audience
questions over 50%
of the time.

to the
presentatio
n or
responding
to audience
questions over 25%
of the time

attention to
other group
members
and actively
listening to
audience
questions.

Final Self-Evaluation
When you have completed your original challenge and presentation, be sure to
complete the Exit Pass (See Appendix C) think carefully about your work and
answer each question. Turn this in with your last data sheet.

27

Resources:

I. Lesson Examples and/or Science Education Articles

Gravity Racers: March 2010 @http://statcic.nsta.org/files/sc1003_19.pdf
RESCU -- Rice University learning cycle activities @ http://rescu.rice.edu
The 5 E's. (n.d.). Retrieved October 25, 2015, from
http://enhancinged.wgbh.org/research/eeeee.html

II. Related Childrens Literature

The Science Book of Gravity by Neil Ardley
Forces Around Us by Sally Hewitt
Gravity by Susan Canizares and Daniel Moreton
Machines We Use by Sally Hewitt
Experiment with Movement by Bryan Murphy
Learning About The Way Things Move by Dr. Heidi Gold-Dworkin
Tell Me How Fast It Goes by Shirley Willis
Forces and Motion by Angela Royston

28

Appendix A
possible
EVALUATION CHALLENGE DATA SHEETS

29

possible EVALUATION CHALLENGE DATA SHEETS

Possible Challenge Data Sheet

Group Members: __________________________________________

Using the foam tubes from the materials packet, create two ramps one
tall, one short of equal length.
Release two different size marbles (larger/heavier versus smaller/lighter)
at the same spot at the top of each ramp.
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
Will the marble released from the taller ramp always travel at the
faster speed (regardless of size/mass)?
or
Will the heavier marble always travel at the faster speed (regardless of
slope)?
Independent variable(s): ______________________________________
answer: speed; distance
Dependent variable(s): ________________________________________
answer: size (mass) of marble; the height (slope) of ramp

30

Name the variables you will hold constant: _______________________

________________________________________________________
answer: method of release (simple drop)

Data Table: Ramp Height & Marble Mass (weight),

Speed a Marble Travels
Ramp Height
(short or tall)

Marble Mass
(heavy, light)

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________
31

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

Write a claim about what you discovered. ________________________

__________________________________________________________

32

possible EVALUATION CHALLENGE DATA SHEETS

Possible Challenge Data Sheet (#2)

Group Members: __________________________________________

Using two ramps of equal length AND placed at equal height (making equal
angles and slope); one ramp with a smooth surface and one ramp with a
surface covered with sandpaper.
Release two different size cars (larger/heavier versus smaller/lighter) at
the same spot at the top of each ramp.
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
Will the car released on the smooth surface always travel at the faster
speed (regardless of size/mass)?
or
Will the heavier car always travel at the faster speed (regardless of
surface type/friction)?
Independent variable: ______________________________________
answer: speed; distance

Dependent variable: ________________________________________

answer: size (mass) of marble; type of surface (amount of friction)
33

Name the variables you will hold constant: _______________________

________________________________________________________
answer: method of release (simple drop); height (slope) of ramp

Data Table: Ramp Surface Type, Weight (mass) of Toy Car;

Speed Toy Race Car Travels
Ramp Surface
(smooth or
rough)

Toy Car Mass

(heavy, light)

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

trial 1

___________

trial 2

___________

trial 3

___________
34

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

Write a claim about what you discovered. ________________________

__________________________________________________________

35

possible EVALUATION CHALLENGE DATA SHEETS

Possible Challenge Data Sheet (#3)

Group Members: __________________________________________

Extension challenge following challenge 3 (optional):
Using ramps of equal length create two ramps placed at UNequal heights
one tall, one short - one ramp with a smooth surface and one ramp with a
surface covered with sandpaper.
Release a toy car at the same spot at the top of each ramp (use cars of
the exact same size and weight on each ramp).
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
What makes the greater difference in speed, the height (slope) of the
ramp or the type of surface (amount of friction)?
Independent variable: ______________________________________
answer: speed; distance

Dependent variable: ________________________________________

answer:; type of surface (amount of friction); height (slope) of the ramp
36

Name the variables you will hold constant: _______________________

________________________________________________________
answer: method of release (simple drop); size (mass) of car

Data Table: Ramp Surface Type, Height (slope) of Ramp;

Speed a Toy Race Car Travels
Ramp Surface
(smooth or
rough)

Ramp Height
(tall, short)

Trials

Time (in seconds)

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

___________

trial 1

___________
37

trial 2

___________

trial 3

___________

Average

__________

trial 1

___________

trial 2

___________

trial 3

___________

Average

__________

Write a claim about what you discovered. ________________________

__________________________________________________________

38

possible EVALUATION CHALLENGE DATA SHEETS

Possible Challenge Data Sheet (#4)
Group Members: __________________________________________
Using ramps of equal length create two ramps placed at UNequal heights
one tall, one short - one ramp with a smooth surface and one ramp with a
surface covered with sandpaper.
Release two different size cars (larger/heavier versus smaller/lighter) at
the same spot at the top of each ramp
What is the result? What conclusions might you make from this
information?

What is your research question? _____________________________

________________________________________________________
What makes the greater difference in speed, the height (slope) of the
ramp, the type of surface (amount of friction), or the weight (mass) of
the car?
Independent variable: ______________________________________
answer: speed; distance

Dependent variable: ________________________________________

answer:; type of surface (amount of friction); height (slope) of the
ramp; weight (mass) of the car
39

Name the variables you will hold constant: _______________________

________________________________________________________
answer: method of release (simple drop)

Data Table:
Ramp Surface Type; Height (slope) of Ramp; Weight (mass) of Toy Car;
Speed a Toy Race Car Travels

Ramp Surface
(smooth or
rough)

Ramp Height
(tall, short)

Toy Car
Weight
(heavy,
light)

Trials

Time
(in seconds)

trial 1

__________

trial 2

__________

trial 3

__________

Average

_________

trial 1

__________

trial 2

_________

trial 3

_________

Average

_________

trial 1

_________

40

trial 2

_________

trial 3

_________

Average

__________

trial 1

_________

trial 2

_________

trial 3

__________

Average

__________

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

41

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

trial 1

_________

trial 2

_________

trial 3

_________

Average

__________

Write a claim about what you discovered. ________________________

__________________________________________________________

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Appendix B
Journal Template

Vocabulary Science Terms

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motion:
when an object changes position or location (moving)

gravity:
downward pull

slope:
downward or upward slant (demonstrate with concrete objects and/or
pictures of things slanting)

mass:
weight

height:
distance between the ground (base) and the top of an object
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surface:
the top layer, covering texture

friction:
the resistance that one object encounters moving over another object

speed:
time it takes an object to move from one point to another point

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Appendix C
Self-Evaluation
Exit Pass

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EXIT PASS
My Name:

Date:

Three (3)things I learned today:

1.
2.
3.

Something I did to learn one of these things:

I would like to know more about:

Something I had fun doing:

Something I found a little hard to do:

My effort today was:

amazing

good

okay

I will do better next time

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