P a g e 1 RMAC Art and Science Festival: School Programming Rube Goldberg Machines- Make Kit 6 th Grade 1 Page Contents 2-3..Project Overview Project Objectives Next Generation Science Standards 4-5.Class 1: Led by RMAC Educator Introduction of Project Six Simple Machine Stations Activity Project Requirements 6-7..Six Simple Machine Station Guide- Copyright Rube Goldberg Inc. www.rubegoldberg.com 8 Class 2: Introduction of Physics Concepts What is energy What is considered work in physics Potential and Kinetic Energy 9.Class 2- Lab 1: Height and Energy 10..Class 2- Lab 2: Mass and Energy 11..Class 3: Drawing Design for Rube Goldberg Machines 12..Class 4: Beginning the Build Process, Engineering Design Process, Class Feedback 13..Engineering Design Process Worksheet 14..Class 5: Final Build Day & Rubric Self-Evaluations
P a g e 2 RMAC Art and Science Festival: School Programming Rube Goldberg Machines- Make Kit 6 th Grade Project Overview: Through this program students will learn about the engineering design process, the six simple machines, and the basics of energy transfer while building their own Rube Goldberg machine and learning how to efficiently work as a design team. During the first step of this challenge, an RMAC Educator will come to participating classrooms to present and describe the overall goals of the project, the end outcomes, and the requirements needed to complete the challenge. Prior to the in-school visit, teachers will be presented with the curriculum to facilitate the rest of the project in 4-5 class periods. Participating groups will have an opportunity to present their Rube Goldberg Machines as part of the festival on Saturday, October 13 as part of the festival programming. Objectives: TLW understand and be able to verbalize what they know about Rube Goldberg, his career, and how Rube Goldberg machines continue to be utilized for a variety of purposes in our current culture. TLW demonstrate knowledge of what is considered work in terms of physics. TLW understand and be able to verbalize how machines multiply force without multiplying work. TLW experiment with different forms of the six simple machines. TLW demonstrate knowledge of what the six simple machines are and how they can be used to design their compound machine. TLW utilize the engineering design process as a team to complete their Rube Goldberg machines. TLW be able to verbalize and demonstrate the difference between potential and kinetic energy. TLW be able to describe and demonstrate how mass and height of a moving object affects the force upon another object. Activity Duration: Five 40-45 minute class periods Materials: Make Kit materials TBD- details coming soon Next Generation Science Standards: MS. Energy MS-PS3-1. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from an object. Disciplinary Core Ideas: PS3.A: Definition of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces
P a g e 3 ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions MS. Forces and Interactions MS-PS2-1. Apply Newton s Third Law to design a solution to a problem involving the motion of two colliding objects. MS-PS2-2. Plan an investigation to provide evidence that the change in an object s motion depends on the sum of the forces on the object and the mass of an object. Disciplinary Core Ideas: PS2.A: Forces and Motion PS2.B: Types of Interactions MS. Engineering Design MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Disciplinary Core Ideas: ETS1.A: Defining and Delimiting Engineering Problems ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution Science and Engineering Practices: Developing and Using Models Planning and Carrying out Investigations Analyzing and Interpreting Data Constructing Explanations and Designing Solutions
Class 1: Led by RMAC Educator Introduction of the project: Brief overview of project and how it will tie into RMAC s Art and Science Festival. Inquiry Questions to gage prior knowledge: Has anyone heard of or seen a Rube Goldberg Machine? P a g e 4 What are some examples of a simple machine? Have you ever engineered/designed your own machine that completes a task? If so, what did that process look life? What steps needed to be completed? Anticipatory Set: Music video from the band OK GO which demonstrates a very elaborate Rube Goldberg Machine. https://www.edutopia.org/film-fest-rube-goldberg-learning-ideas Did you see any simple machines used in this video? Discuss examples. Where did you see a pulley? Where did you see an inclined plane? Etc. Introduction: What you saw was a very elaborate example of what is known as a Rube Goldberg Machine. A Rube Goldberg Machine is defined as a comically involved, complicated invention, laboriously contrived to perform a simple operation. Basically a complicated machine that completes a simple task. Rube Goldberg (1883-1970) was a Pulitzer Prize winning cartoonist best known for his invention cartoons. Even though he had a prominent career as a cartoonist, he also had a degree in engineering. Show examples of his cartoons. Do you see a simple machine in any of these cartoons? Have students identify any simple machines shown in the cartoons. Activity: Six Simple Machine Stations Procedure: 1. Educator will have six stations set up before the class arrives. At each station is a small hands-on experiment of a different simple machine. The six simple machines include: lever, inclined plane, wheel and axle, screw, wedge, and pulley. RMAC Educator will briefly present each simple machine station, including the materials and what the end goal is. There will also be instruction cards at each station to guide students. RISD Educator will have previously assigned all students a group number, splitting the large group into 6 smaller groups. 2. RMAC Educator will assign the smaller groups to a station. Students will have 10 minutes at each station experimenting with the materials then will move onto the next station in the circuit. 3. After all groups have experimented with all six of the simple machines, RMAC Educator will ask one student from each station to give a quick summary explanation of that simple machine to the class. Conclusion: How do you think we can use these simple machine to make a more complex machine? Rube Goldberg Machines are a great example of different ways that you can combine simple machines together to complete a task.
P a g e 5 In teams of 4, you will work through the engineering design process to build your own Rube Goldberg Machine whose end goal is to raise a flag at the beginning. The requirements for your team s machine are: Your machines must utilize at least four of the six simple machines. Your machine must fit within these space constraints: need to determine size Your team must work collaboratively with each team member contributing to the finished product. Your team must work through the six steps of the engineering design process: o 1. Defining the problem o 2. Collecting information o 3. Brainstorming and analyzing ideas o 4. Develop solutions and build a model o 5. Present your ideas to others for feedback o 6. Use feedback to improve your design We have already completed steps 1 and 2 today. We have defined the problem: how to raise a flag using various materials and simple machines. While you were experimenting at the simple machine stations, you were completing step 2- collecting information. Each machine must have at least 7 steps - each energy transfer counts as a step. Your teacher will go over different type of energy and transfers with you during the next class session. Your machine must complete its task (raise your flag). Introduce the materials for their machines that student have available to them. They will also be able to utilize found or recycled objects to integrate into their machine.
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P a g e 8 RMAC Art and Science Festival: School Programming Rube Goldberg Machines- Make Kit 6 th Grade Class 2: Overview: RISD Educator will present and demonstrate the two simple types of mechanical energy, potential and kinetic, and how those concepts can be used while they are in the design process. Students will complete two experiments with their small groups to determine the affect height and mass of an object will have when acting upon another object. Activity Duration: One 40-45 minute class period Materials: Pencils 1 balloon Lab 1 & 2 Data Recording Worksheets (one for each group Materials listed with lab procedures Pre-Activity: Students should be able to: Describe what a Rube Goldberg Machine is. List the six simple machines and give an example of how they are used in everyday life. Introduction: Energy in physics is the capacity for doing work. Work is energy transferred by a force. If you push on a large, heavy rock for 20 minutes and the rock has not moved, have you done any work? The 2 conditions that prove work is done are: 1. A force should act on an object. 2. An object must be displaced. If you kick a kickball, has work been done? Yes, the force from your foot acted on the kickball and the ball was displaced (or moved). There are two forms of energy- potential and kinetic. Potential energy come in forms that are stored, kinetic energy forms are doing work. Example: Blow up the balloon until it is stretched tight from the air. Ask students: Is there energy in the balloon? What makes you think that? What will happen if we let go of the balloon? Let go of the balloon. Ask students: Where did you see potential energy of the balloon? Where did you see the kinetic energy of the balloon?
P a g e 9 Lab 1: There are different variables that affect how much energy is stored and then released. We will start with an experiment on how the height of a swinging object is related to its energy, or ability to do work. Experimental Question: How will the height from which an object falls affect the distance another object moves when struck? Materials: String D-cell battery Clamp or extra large binder clip Block of wood Yardstick Duct Tape Procedure: 1. Tie one end of the string to a D-cell battery (this will be referred to as a mass). Secure the string around the battery with duct tape. 2. Attach the clamp or large binder clip to the edge of your table. Tie the loose end of the string to the clamp. 3. Adjust the string so that the battery almost touches the floor. Make a small pencil mark on the floor under the battery. 4. Set a block of wood on the mark. Practice swinging the mass so that it knocks the wood straight across the floor. 5. While keeping the string tight, pull back the mass until it is exactly 5 inches above the floor. 6. Let the mass swing down and hit the wood. 7. Measure how far it moves from the mark on the floor and record the distance in the table provided. 8. Repeat steps 5-7 five times and calculate the average distance the block traveled. 9. Raise height to 10 inches and finally 15 inches repeating steps 5-7 again. Conclusion: In what way was work done in this activity? Where did the energy to do this work come from? At which height was there the most energy to do the work?
P a g e 10 Lab 2: Experimental Question: How will the mass of an object affect the distance another object moves when struck? Materials: Three different sized marbles Wooden ruler Milk carton with top cut off or any lightweight container with an opening and a flat bottom 3-5 large books Duct tape Yardstick Procedure: 1. Have students stack their books and place a ruler on one side to create an inclined plane. Students might need to adjust the ruler or add duct tape so the ruler stays in place. 2. Place the bottom section of a milk carton at the bottom of the ramp to catch the marble and measure the distance that it moved the milk carton. 3. Before students start ask them to predict how many inches each marble will move the carton, and which marble will move it the most. 4. Have students start with the smallest marble, rolling it down their inclined plane and into the bottom half of the milk carton. They will record how many inches the milk carton moved from their starting points in the table provided. Repeat 5 times and calculate an average. 5. Repeat the experiment with the medium and large sized marbles. 6. Compare the student s predictions with the outcomes. Conclusion: Which marble had the most energy? What did you observe that makes you think that? Through the experiment students will discover that the larger the mass, the more energy is stored.
P a g e 11 Class 3: Overview: Each student will create their own drawing of what they envision their Rube Goldberg machine will look like, including what objects they will use. In their drawings they must identify what four simple machines they included in their drawing and label them. Students will present their design to the group and integrate ideas from everyone s design to create their final drawing for their Rube Goldberg Machines. Activity Duration: One 40-45 minute class period Materials: Paper Pencils Rube Goldberg Machine cartoons as examples Pre-Activity: Students will need to know the following: What is a Rube Goldberg Machine? What are the six simple machines? What is work? What is potential energy? What is kinetic energy? Procedure: 1. Show examples of Rube Goldberg machine cartoons. 2. Have students identify any simple machines, where they can observe potential energy and kinetic energy, as well as any energy transfers. Explain that an energy transfer is the process of potential energy being turned into kinetic energy. 3. After examining materials provided in the Make Kits, students will draw their own Rube Goldberg machine designs individually. They will need to label what four simple machines they chose to include and where they predict will be an energy transfer from potential to kinetic energy. 4. Within their small groups, have students share their drawings. Students will observe and discuss where there are similarities and differences in their designs. As a group, they will utilize different sections of each student s Rube Goldberg Machine design to create an integrated group design. 5. Students will present their drawings to the whole group at the end of this session for feedback and later revision. Conclusion: How did your group work together to create your final design? Were elements from each group member s drawing included in your final design? Next class we will start the building process working off your collaborative design. Remember, you have the option to add recycled or found objects into your Rube Goldberg Machines as well as the materials provided.
P a g e 12 Class 4 Overview: Utilizing their group-drawn design, students will begin the building process. During this class they will work toward their final goal to complete all machine requirements. Each group will present their machines to the class for feedback which they will then use to revise their original design. Activity Duration: One 40-45 minute class period Materials: Engineering Design Process Worksheet Pencils Make Kits Recycled or found objects provided by students Pre-Activity: Students will need to know: What is a Rube Goldberg Machine? What is considered work in physics? What are potential and kinetic energies? What can be considered as a transfer of energy? What are the 6 simple machines? Procedure: 1. Review the engineering design process using the Design Process Worksheet provided. Have students write down what they have done already of the listed design process steps. Define the Problem: How to utilize simple machines to create a compound machine which completes the task of raising a flag. Collection Information: Experimenting with the 6 simple machines and the two lab experiments exploring potential and kinetic energy. Brainstorm and Analyze Ideas: Individual design drawings and combined group drawing. Present your Ideas to Others for Feedback: end of class 4 Use Feedback to Improve your Design: class 5 2. Students work in their assigned small groups to create their machines. 3. In the last 10-15 minutes of class, each group will present the progress made on their machines making sure to identify which simple machines they chose to utilize for their overall design. 4. Other groups will offer constructive feedback on the presenting groups design. Conclusion: From your initial machine design and the feedback from your classmates, what can your team do next class to improve upon your Rube Goldberg Machines?
P a g e 13 Name: Group Name: Date: Engineering Design Process For each step of the Engineering Design Process, write what you have already done to complete each step. 1. Define the Problem: 2. Collecting Information: 3. Brainstorming and Analyzing Ideas: 4. Develop Solutions/Build a Model: 5. Present Your Ideas to Others for Feedback: 6.Improve your Design:
P a g e 14 Class 5 Overview: Each small group will work together toward the completion of their Rube Goldberg Machine considering peer feedback given the previous class. Activity Duration: One 40-45 minute class period Materials: Make Kits Recycled or found objects provided by students Project Rubric Pre-Activity: Students will need to know: What is a Rube Goldberg Machine? What is considered work in physics? What are potential and kinetic energies? What can be considered as a transfer of energy? What are the 6 simple machines? What are the 6 steps in the Engineering Design Process? Procedure: 1. Students continue work in their assigned small groups to complete their machines. 2. In the last 10-15 minutes of class, each group will present their completed machines and demonstrate how the machine completes the end goal of raising a flag. 3. Students will work with their small groups to self-evaluate their project using the rubric provided. Conclusion: Your Rube Goldberg Machines will be presented during our field trips on Thursday, October 11 and Friday, October 12. During our field trips you will have an opportunity to demonstrate your machine and get feedback from professional engineers. Your Machines will also be on display during the main festival day, Saturday, October 13. If possible please plan to attend so you can represent your group and all of the hard work you have done to complete these projects and show them off to your friends and families.