Forceful Fun: Rube Goldberg Machine Mania!

High School Grade

Project
1 week

Forceful Fun: Rube Goldberg Machine Mania!

Jayden Rodriguez

Purpose

The purpose of this project is to engage high school students in the creative application of design engineering principles through the construction of a Rube Goldberg machine. By exploring and integrating various forces and types of motion, students will collaboratively design a complex system that accomplishes a simple task in an innovative way. This hands-on experience promotes critical thinking, problem-solving, and collaboration, while allowing students to demonstrate their understanding of physics concepts in a tangible and interactive format.

Learning goals

Students will explore and apply principles of forces and motion by designing and constructing a Rube Goldberg machine. They will develop problem-solving and critical thinking skills as they test and optimize their machines for accuracy and efficiency. Through daily reflections and peer reviews, students will enhance their understanding of how different forces and types of motion can be creatively integrated to achieve a complex task.

Standards

NGSS - HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
NGSS - HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
Common Core - CCSS.MATH.CONTENT.HSF.IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.

Products

Students will collaboratively design and construct a Rube Goldberg machine that creatively integrates various forces and types of motion to complete a complex task. Throughout the project, they will maintain a detailed design journal documenting their process, challenges, and solutions. At the end of the week, students will present their machines during the 'Rube Goldberg Gallery Walk,' where they will explain their design choices and optimizations to peers and visitors. Each student will also produce a reflection journal that captures their daily insights and emotional journey through the project.

Launch

Kick off the project with a dynamic demonstration of a simple Rube Goldberg machine that uses everyday objects to perform a basic task, such as turning off a light. After the demonstration, facilitate a brainstorming session where students identify different forces and motions observed, discussing how these principles can be creatively expanded in their own designs. Encourage students to sketch initial ideas for their machines, considering how various components can work together to achieve a complex task.

Exhibition

Students will present their Rube Goldberg machines in a dynamic 'Rube Goldberg Gallery Walk,' strategically set up around the classroom or school hall. Visitors will have the opportunity to engage with the machines, observing the intricate designs and listening to students articulate their design choices and the optimizations they made. This interactive exhibition encourages students to confidently share their understanding of forces and motion, fostering a collaborative learning environment.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Kick-off and Demonstration: Begin with a dynamic demonstration of a simple Rube Goldberg machine using everyday objects. Facilitate a discussion where students identify observed forces and motions.	Brainstorming and Sketching: Students brainstorm initial ideas for their Rube Goldberg machines and create rough sketches, focusing on how different forces and motions can be integrated.	Design Planning: Students form small groups, share their sketches, and collaboratively choose a concept. They develop a detailed plan, listing materials needed and steps to build their machine.	Construction Phase 1: Students begin constructing their Rube Goldberg machines, focusing on building and testing individual components to ensure they demonstrate specific forces and motions.	Testing and Optimization: Students test their machines to identify any issues. They optimize their designs for accuracy and efficiency, making necessary adjustments based on test results.
Deliverables	1. Initial Sketches: Each student submits a rough sketch of their Rube Goldberg machine concept. 2. Group Design Plan: Each group submits a detailed design plan, including a materials list and step-by-step construction guide. 3. Daily Reflection Journal: Each student maintains a reflection journal documenting daily progress, challenges, and insights into forces and motions.
Preparation	1. Gather demonstration materials to build a simple Rube Goldberg machine for the kickoff session. 2. Prepare brainstorming worksheets and templates for students to sketch their initial ideas. 3. Provide a variety of materials (e.g., marbles, ramps, levers, pulleys) for students to use in their machine construction. 4. Set up a designated workspace in the classroom for each group to build and test their machines. 5. Prepare reflection journal templates for students to document their daily observations and insights.