From Blueprint to Finish Line: Grade 6 Race Car Challenge Hits Top Speed

Excitement filled the gym as Grade 6 students gathered for the annual Race Car Showdown on November 4 — the high-speed culmination of weeks of design, testing and teamwork.

Using materials such as cardboard, wood, straws, balloons, rubber bands and recycled items, students worked in pairs to design, build and refine their own box cars. Powered by everything from stretched elastic bands to balloon thrust, each vehicle became a hands-on experiment in Newton’s three Laws of Motion.

From Design Thinking to Discovery

The project began six weeks earlier as part of the Grade 6 science curriculum, blending Design Thinking with hands-on experimentation. To spark ideas, students watched videos of Formula 1 race cars and considered how design influences performance. They also explored real-life examples — from football to outer space — to see how the same principles of physics apply in different contexts. 

Then it was time to brainstorm and get to work. Students used a computer software, called Inkscape, to create digital prototypes before cutting and assembling their cars, testing different designs, and collecting data to improve performance. At the core of their work was the foundations of the scientific method — the age-old process of forming hypotheses, analyzing results and drawing conclusions — a process improved through the class’s collaboration and resilience.

“I thought a spoiler would make the box car go faster, but it actually slowed down the cardboard,” shared one student. Others learned that success required balancing multiple factors: “It’s not just about speed — it’s about durability.”

Race Day: Learning in Motion

When race day arrived, the gym transformed into a mini speedway. Cars launched from ramps as judges measured results in two categories: Speed and Distance. Cheers erupted as some cars sped past the marker in heats so close they demanded a slow-motion replay, while others rolled on to impressive distances — one even reaching the gym wall.

A “Pit Crew” cart stood ready with scissors, tape and a hot glue gun for quick repairs between rounds, adding to the Formula 1 atmosphere. Middle School Computer Science teacher George Floyd, who ran the Pit Crew station, said the real reward came from watching students problem-solve in real time — connecting their classroom learning to hands-on experimentation as they adjusted, repaired and relaunched their cars.

“What stood out most to me was how quickly students moved from experimenting to refining their ideas,” said Math and Science teacher Riley Doland. “A big part of the process was guiding students to accept what wasn’t working and use that information to improve their designs.” One group, she recalled, filled their cargo space with rocks and watched their car travel five metres farther — a clear connection between mass and acceleration.

“You can really see the wheels turning as they test their cars,” noted Digital Skills Specialist Lindsey Ashton. “One group that struggled to collaborate early on ended up as finalists — they were so proud of what they’d accomplished.”

For teachers and students alike, the day was as much about discovery as competition — a celebration of teamwork, curiosity and learning in motion.