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Notes for teachers

The lesson takes place in a classroom for about 10-12 class periods (depends on the productivity of your students)
Students should work in groups of 4-5.
Discuss the Engineering & Design Practices before beginning
Teachers will need to figure out how they will store these projects between class periods

List of Materials

Directions/Journal/Grading Rubrics
Powerpoint with background information and directions
Supplies: (students are responsible for bringing them in)

background and base materials
all different types of materials for students to incorporate into their machines

cardstock, dominoes, cardboard, glue, tape, marbles, balls, etc.

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Arizona Science Standards

7.P2U1.2

Develop and use a model to predict how forces act on objects at a distance.

7.P3U1.3

Plan and carry out an investigation that can support an evidence-based explanation of how objects on Earth are affected by gravitational force.

8.P4U2.5

Develop a solution to increase efficiency when transferring energy from one source to another.

Science & Engineering Practices

ask questions and define problems
develop and use models
plan and carry out investigations
analyze and interpret data
use mathematical and computational thinking
construct explanations and design solutions
engage in argument from evidence
obtain, evaluate and communicate information

Arizona Math Standards

7.G.A.1

Solve problems involving scale drawings of geometric figures, such as computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

Mathematical Practices

Model with mathematics
Look for and make use of structure
Attend to precision.

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Objective(s):

Students will be able to create a Rube Goldberg device using at least 5 simple machines.

Students will be able to identify all the energy transformations that occur in their device.

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Agenda (Day 1 - 50 minutes)

Introduce the project

using the following slides

See what the students already know about Rube Goldberg Machines
Show example videos
Pick partners
Go over project purpose

Discuss the types of simple machines they need to include in their device

show the videos on the slide

Discuss the Energy transfers that could occur in their device
Have students select the job(s) they will take on

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Rube Goldberg

Machine Challenge

Miss Carey

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What do you know?

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What do you know?

Who was Rube Goldberg?

What is a Rube Goldberg machine?

An inventor, cartoonist, sculptor, author, and engineer.

An extremely complicated devices that executes a very simple task in a complex, indirect way.

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What do you know?

For example, has anyone ever played the game Mouse Trap?

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Rube Goldberg Machines are similar to MOuse Trap!

Can you name all of the steps it takes to wake up the sleeping man?

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Real Life Examples

Rube Goldberg Photo Booth

Rube Goldberg “Mousetrap to Mars”

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Who to work with?

Groups of 3-4

Make sure you pick wisely

Everyone will have a role

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Project Purpose

Students will be able to create a Rube Goldberg device using at least 5 simple machines.

Students will be able to identify all the energy transformations that occur in their device.

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Simple Machines

There are 6 simple machines:

Wedge
Screw
Lever
Pulley
Inclined plane
Wheel and Axle

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Energy Transfer/Transformations

Types of Energy Transfers:

Electrical Kinetic
Mechanical Electrical
Electrical Heat Light
Potential Kinetic
Light Heat

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Division Of Labor

Artist(s):

Sketch a nice and neat final version of the machine.

Take a photograph of the final sketch.

Send image to the producer.

Construction Crew:

Build and set up the Rube Goldberg Machine.

Take a picture of it.

Take a video of how it works.

Send the video to the producer.

Producer(s):

Develop an eye-catching presentation on slides.

Embed the final sketch, machine picture, & video.

Lead the group in self-assessment using the final project rubric.

Take 1 min to determine who will fill the following jobs:

EVERYONE: Help the Producer label machines and energy transfers in final sketch. Work together to create a script that can be rehearsed for the final class presentation.

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BEGIN!!!

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Agenda (Day 2 - 50 minutes)

Go over steps of the project

Project Directions

Have groups brainstorm ideas for their device
have groups create a first idea sketch of their device

At the end of class:

the teacher needs to complete the Brainstorming grade assessment
the students need to complete the daily self assessment

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Agenda (Day 3-8 - 50 minutes)

Students will work with their group to build and test and make changes to their Rube Goldberg device

At the end of each class:

the students need to complete the daily self assessment

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Agenda (Day 9-10 - 50 minutes)

Students will complete their job duties, using the checklist for reference of what they need to complete
Students will complete their final self-assessment
The group will use the grading rubrics to assess their project before turning it in

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Agenda (Day 11-12 - 50 minutes)

Groups will present their project presentations to the class and demonstrate their Rube Goldberg device to everyone

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Hands-on Activity Instructions

Students should be grouped in at least 4.
Step by step instructions

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Assessment

Student Daily self assessment
Teacher Brainstorming grade and Daily Teacher Assessment
Final Self Assessment
Project Rubrics

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Differentiation

Have students include less simple machines
Provide the energy transfers for the students
Provide more precise direction videos

Remediation

Extension/Enrichment

Have students include all measurements and angles in their final accurate sketch to make it easier to replicate.