Rube Goldberg: Forces in Motion Magic

8th Grade Project 1 week

Rube Goldberg: Forces in Motion Magic

Jimena Castro Acosta

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Purpose

The purpose of this project is to engage students in a hands-on exploration of engineering and physics principles through the creation of a Rube Goldberg machine. Students will apply their understanding of forces and motion to design, test, and optimize a complex system that achieves a simple task. This project encourages collaboration, critical thinking, and iterative problem-solving, allowing students to reflect on their learning journey and showcase their innovative solutions.

Learning goals

Students will explore the principles of forces and motion by designing and constructing a Rube Goldberg machine. They will engage in iterative design processes, testing and optimizing their machines for efficiency and accuracy. Through reflection and documentation, students will develop critical thinking and problem-solving skills, while also enhancing their ability to collaborate effectively in teams.

Standards

NGSS - MS-PS2-2: Plan an investigation to provide evidence that a change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
NGSS - 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.
Common Core - CCSS.MATH.CONTENT.8.F.B.4: Construct a function to model a linear relationship between two quantities, interpreting the rate of change and initial value.

Products

Students will construct a Rube Goldberg machine that demonstrates their understanding of forces and motion, capturing the process through a comprehensive digital portfolio. This portfolio will feature photos and videos of the machine in action, alongside written reflections detailing the design iterations and problem-solving strategies employed. The final product will be showcased during a 'Design Diaries' gallery walk, where students present their machines and reflection journals, engaging with visitors to discuss their engineering solutions and insights.

Launch

Begin the project with an interactive demonstration of a simple Rube Goldberg machine, highlighting the forces and motions involved in each step. Encourage students to brainstorm and discuss the various elements and mechanisms they observe. Follow this with a collaborative workshop where students experiment with basic materials to create a small-scale chain reaction, sparking curiosity and setting the stage for their own design process.

Exhibition

Host a 'Design Diaries' gallery walk where students showcase their Rube Goldberg machines alongside their reflection journals. Invite peers, teachers, and family members to explore the displays, offering students a platform to articulate their design journey and problem-solving strategies. Encourage visitors to engage with students by asking questions about their design choices and the challenges they overcame, fostering a dynamic exchange of ideas and insights.

Plan

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 observe and discuss the forces and motions involved, sparking ideas for their designs.	Activity 2: Host a collaborative brainstorming session where students sketch initial ideas for their Rube Goldberg machines, focusing on the task they want to accomplish. Encourage them to consider different elements and mechanisms.	Activity 3: Facilitate a hands-on workshop where students experiment with basic materials (e.g., marbles, ramps, dominos) to create small-scale chain reactions, observing the principles of forces and motion in action.	Activity 4: Guide students in forming teams to select a design concept. Teams will then draft a detailed plan, outlining the sequence of steps and materials needed for their Rube Goldberg machine.	Activity 5: Initiate the construction phase where students begin building their initial Rube Goldberg machine prototypes. Encourage them to test and iterate, documenting changes and insights in their reflection journals.
Deliverables	1. Deliverable 1: Teams submit a digital portfolio entry with their initial design sketches, a detailed plan, and photos/videos of their small-scale tests. 2. Deliverable 2: Each student completes a reflection journal entry detailing their design process, challenges faced, and the iterations made during the prototype phase.
Preparation	1. Prep Task 1: Gather materials such as marbles, ramps, dominos, levers, pulleys, and other construction items for students to use. 2. Prep Task 2: Set up an exemplar simple Rube Goldberg machine for the interactive demonstration. 3. Prep Task 3: Prepare reflection journal templates for students to document their design process and insights. 4. Prep Task 4: Arrange a digital platform or shared drive for students to upload and share their digital portfolio entries. 5. Prep Task 5: Organize the classroom space to facilitate collaborative work and ensure easy access to materials.