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Hydraulics Part 2: Marble Maze Game

A 6, 7 & 8 grade STEM lesson

Author: Elda Sandoval

Date: December 7th, 2023

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Notes for teachers

This lesson can be taught to middle school students, but can be adapted for elementary students. Teacher may substitute the hot glue gun for regular glue and use cereal box cardboard instead of regular cardboard.

List of Materials

Syringes without Needle
4 – 10 mL syringes
4 – 30 mL syringe
Aquarium air hose (enough for four syringes)
1 or 2 marbles
1 small cup
masking tape or hot glue gun
crayons or markers for decoration (opcional)

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Standards

Physical Science P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

Lesson Part 1

Writing Standard

7.W.1-Provide a concluding statement or section that follows from and supports the argument presented.

Speaking and Listening Standards

7.SL.1-Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA Standards

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Objective(s):

Today you will be able to learn how the hydraulic system works. With this in mind, you will be able to design a hydraulic marble game using materials provided.

At the same time, you will be able to work with your team members to communicate, share and express your ideas, and build your hydraulic marble maze game.

At the end of the week you will be able to play, share your hydraulic marble maze game, and compete with your classmates.

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Agenda (lesson time)

This hydraulic marble maze game will take a few days to complete.

First day: teacher introduces their lesson. Students may design their hydraulic marble maze game using scratch paper and decide along with their team members how their design is going to look, including loops.

Day two: students will be able to cut all the cardboard pieces they need for their hydraulics marble maze game.

Day three: students will use a glue gun or regular glue and masking tape to put their hydraulics marble maze game together. They will add the syringes and tubes to their design. They may test their design and conduct experiments to test the efficacy and functionally of their hydraulics marble maze game.

Day four: students will play with their hydraulics marble maze game design and compete with other students.

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Intro/Driving Question/Opening

Introduction: Teacher may show a brief video or images of hydraulic system in real world situations such as car brakes or construction equipment. They may engage students with questions like: How do you think the machine in the video works? or What could be the role of those machines in the real world? Have you seen a hydraulic system before?

Driving Questions:

How can we apply the principles of hydraulics to design a fun and interactive marble game?
What components of a hydraulic system can we incorporate into our game design?
How does the movement of fluids in a hydraulic system relate to the motion of marbles in our game?

Opening Activity:

Conduct a simple hands-on demonstration of a hydraulic lift using syringes, water, and tubes. Relate this to the upcoming marble game design activity.

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Hands-on Activity Instructions

First, students are given the challenge to design a hydraulic marble maze game. Teacher will give specific details of their designs. (see rubric attached).
Then, in small groups, (3 to 4 ) students brainstorm ideas for their hydraulics marble maze games. Teacher should encourage creativity and the application of hydraulic principles in their designs.
Students will build, reflect and modify their hydraulics marble maze design.
Finally, students will play and compete with other classmates.
If time permits, teacher may use the extension/enrichment ideas to reinforce students’ learning about hydraulics.

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Assessment

Teacher will use the rubric as an assessment tool for their designs.
Teacher may use an exit ticket as an evaluation tool “if needed” to evaluate their design’s effectiveness and to find out if they experienced any difficulties during working with teams or their designs.
Teacher may assess marble maze design based on creativity, functionality of hydraulics, and adherence to the engineering design process.

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Differentiation

Teacher may offer template designs for struggling students. Teacher may provide additional support or modified materials for students who need it.

Remediation

Extension/Enrichment

For advanced students, introduce additional design constraints. Students might be tasked with optimizing the efficiency of their designs
An extension to this activity may be to delve deeper into the physics of their designs.
How can hydraulics be used in the modern world, space, etc…
Teacher might use questions at the end of the week or when their hydraulics marble game design is done as an extension to this activity. For instance: they may write in their journals what challenges did they encounter during construction? How did they ensure functionality of their hydraulics marble game? What difficulties do they face by working with team members? What was the easiest and difficult part of their project?