Rube Goldberg Device Lesson - with Simple Machines Education Kit and More!

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Project #4 - Rube Goldberg Device In this project, students will have an opportunity to create their very own Rube Goldberg device in small groups. Utilizing pre-created 3D Printed Parts, in addition to other usable items (IE: dominos, rope, wiring, etc.), students can engage in an explorative experiment to test the physics of their device. The sample 3D STL file included is borrowed from user: timelapse21 https://www.thingiverse.com/thing:1378432 Print Settings Printer: Flashforge 3D Creator Pro Rafts: Yes Supports: Yes Resolution: .27 Infill: %15 Notes: It is advised that these prints are done on slower speeds to ensure the accuracy of the print. The percentage of infill can be modified depending on other supporting materials and the overall need for the Rube Goldberg device. Post-Printing Print preview of all parts assembled. How I Designed This Generally, Rube Goldberg devices are created starting with the simple task at the end that one would like to achieve. After that, additional steps are added until the creator feels satisfied with all mechanisms added that will lead up to the final step. Standards NGSS Overview and Background Students in a physics/physical science/engineering setting will engage in a lab activity involving the creation of a Rube Goldberg device. Ideally, when students are covering basic mechanics, this project would serve as an exploratory lesson that can help to establish pre-existing beliefs about simple machines and help students to test their physical principles in a fun, creative way. Objectives:Students will learn about the Rube Goldberg device and about different simple machines that help to transfer physical properties across different systems.Students will create a fully functional Rube Goldberg device that is able to convert energy from one system to another to complete a simple task at the end of the chain. Skills Learned (Standards): HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] Lesson Plan and Activity Step 1: Pass out worksheets to students Step 2: Review simple machines worksheets Step 3: Split students into groups of 4-6 Step 4: Reveal all usable components for students Step 5: Allow students to brainstorm and draw up sketches of possible devices Step 6: Divide up supplies amongst all teams Step 7: Allow students the opportunity to create the device over two class periods Step 8: Test all devices and record Step 9: Evaluate devices and score each group Step 10: Debrief the activity and connect to upcoming learning objectives Materials Needed Lab areaTimer (phone apps can work too!) *Tape measure Duration of Lesson -1-2 hours to teach and review worksheets -4 hours+ to create the Rube Goldberg devices and testing them for functionality (can be spread over 2-4 classes) -1 hour to evaluate videos and debrief project Preparation The teacher MUST PRINT copies of the different simple machinesThe teacher MUST FIND/MAKE AVAILABLE additional supporting items such as string, blocks, wires, coils, springs, glues, popsicle sticks, etc. Rubric and Assessment See attached rubric on Rube Goldberg Machine handout References http://www.nextgenscience.org/topic-arrangement/hsenergy - Next Generation Science Standards (NGSS)