Physics in Action: Rube Goldberg Challenge!

High School Grade

Project
1 week

Physics in Action: Rube Goldberg Challenge!

Guillermo Castillo Hernandez

MS-ETS1-1

MS-ETS1-4

MS-PS2-2

Purpose

The purpose of this project is to engage high school students in a hands-on exploration of physics and engineering principles through the design and construction of a Rube Goldberg machine. Students will apply scientific concepts related to forces and motion to create a machine that performs a simple task in a complex way. Throughout the project, students will iteratively test and refine their designs, enhancing their problem-solving skills and understanding of how theoretical principles translate into practical applications. This project aims to foster creativity, collaboration, and critical thinking, culminating in an Engineering Expo where students showcase their innovative solutions.

Learning goals

Students will apply principles of physics, such as forces and motion, to design and optimize a Rube Goldberg machine. They will define criteria and constraints for their designs, ensuring precision and consideration of scientific principles and environmental impacts. Through iterative testing and modification, students will develop models to achieve optimal machine performance. They will also plan investigations to gather evidence on how forces and mass affect motion, enhancing their understanding of the physics involved.

Standards

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-ETS1-4 - Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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 the object.

Products

Throughout the project, students will create detailed design blueprints and prototypes of their Rube Goldberg machines. By the end of the learning experience, they will have constructed a fully functional machine that demonstrates the principles of forces and motion. Additionally, students will compile a reflection journal documenting their design process, challenges faced, and solutions developed. These products will be showcased during the Engineering Expo, where students will present their machines and engage in discussions about their engineering journey.

Launch

Begin the project with an interactive demonstration of a simple Rube Goldberg machine, highlighting the various forces and motions at play. Follow this with a brainstorming session where students sketch initial ideas for their machines, focusing on the physics principles they plan to incorporate. Encourage students to share their sketches and ideas in small groups, fostering collaboration and diverse approaches to the design challenge.

Exhibition

At the culmination of the project, students will participate in an 'Engineering Expo' where they will demonstrate their Rube Goldberg machines in action. This event will be attended by peers, teachers, and family members, providing a platform for students to showcase their creativity and problem-solving skills. During the expo, students will engage in a Q&A session, discussing the physics principles applied, the engineering challenges encountered, and the iterative process they followed to optimize their designs. This exhibition not only celebrates their achievements but also fosters a deeper understanding of the scientific concepts explored throughout the project.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Activity 1: Launch the project with an interactive demonstration of a simple Rube Goldberg machine. Students will observe and identify the physics principles at play, such as forces and motion. Facilitate a discussion about what makes a machine successful.	Activity 2: Brainstorming and sketching session. Students will work in small groups to brainstorm ideas for their Rube Goldberg machines. They will sketch initial designs, focusing on incorporating specific forces and motions, and share their ideas within their groups.	Activity 3: Define criteria and constraints. Students will outline criteria and constraints for their machines, ensuring precision and consideration of scientific principles and environmental impacts. They will document these in a design brief.	Activity 4: Prototype development. Using materials provided, students will begin constructing prototypes of their Rube Goldberg machines. They will focus on one section of their machine, applying their understanding of forces and motion.	Activity 5: Mid-week reflection workshop. Students will analyze the effectiveness of their prototypes, identify areas for improvement, and set goals for the remaining project days. They will document their reflections in a journal.
Deliverables	1. Deliverable 1: Initial design sketches and brainstorming notes. 2. Deliverable 2: A detailed design brief outlining the criteria and constraints of their Rube Goldberg machine. 3. Deliverable 3: A prototype of one section of their machine, ready for testing and iteration. 4. Deliverable 4: A reflection journal entry documenting the mid-week reflection, challenges faced, and goals for improvement.
Preparation	1. Prep Task 1: Prepare materials for the demonstration, including a simple Rube Goldberg machine to showcase. 2. Prep Task 2: Gather and organize materials for prototyping, such as cardboard, tape, marbles, dominoes, and other building supplies. 3. Prep Task 3: Develop a set of guiding questions and prompts for the brainstorming and reflection sessions to facilitate student engagement and critical thinking. 4. Prep Task 4: Set up a collaborative space where students can easily access materials and work together on their designs.