Beruflich Dokumente
Kultur Dokumente
Goldberg Machines
Jennifer Boudrow
Framingham State University
The Art of Engineering Design
Fall 2015
Standards:
EXPLO
RE
CREAT
E
SHARE
NGSS
3-5-ETS1-1. Define a simple design problem
reflecting a need or a want that includes specified
criteria for success and constraints on materials,
time, or cost.
information clearly
Literacy.W.4.3c Use a variety of transitional words
and phrases to manage the sequence of events
Explore:
The goal of this phase is to teach students about energy and its
basic forms. Students will learn that energy can be transferred
from one object to another. They will also learn that the forms of
energy in motion are forms of kinetic energy and that objects at
rest have potential energy. Finally, students will research Rube
Goldberg and watch videos of machines inspired by his cartoons
and inventions.
Objective/Goals
Standards
NGSS
3-5-ETS1-1. Define a simple design problem reflecting a need or a want
that includes specified criteria for success and constraints on
materials, time, or cost.
4-PS3-3. Ask questions and predict outcomes about the changes in
energy that occur when objects collide.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that
converts energy from one form to another.
Massachusetts Technology Literacy Standards and
Expectations
G3-5: 1.10 Do simple searches of existing databases (e.g., online
library catalog, electronic encyclopedia)
G3-5: 1.14 Explain and use age-appropriate online tools and resources
(e.g., tutorial, assessment, Web browser).
G3-5: 2.1 Explain and demonstrate compliance with school rules
(Acceptable Use Policy) regarding responsible use of computers and
networks.
Common Core Standards
Literacy.W.4.7 Conduct short research projects that build knowledge
through different aspects of a topic
Activity Steps
Day One (50-60 Minutes)
1. Teacher will present the students with the Forms of Energy
PowerPoint Presentation. The presentation explains energy and
the five basic forms (mechanical, electrical, light, thermal,
sound). The students will listen and ask clarifying questions.
2. During the Forms of Energy presentation, students will view the
BrainPop video entitled Energy. At the end of the video, there is
Create:
Objectives/Goals
Standards
NGSS
3-5-ETS1-1. Define a simple design problem reflecting a need or a want
that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved
4-PS3-2. Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and electric
currents
4-PS3-3. Ask questions and predict outcomes about the changes in
energy that occur when objects collide.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that
converts energy from one form to another.
Activity Steps
Day One (35-45 minutes)
1. Teacher will engage the class by playing a favorite Rube
Goldberg video from the class before. Students will be reminded
they will be creating their own machine and they should watch to
see how energy is transferred from one object to the next.
2. Students will receive the Rube Goldberg Machine: Planning
Phase handout and the Brainstorm Bubble handout. Students
will use these sheets to brainstorm which problem they would
like to solve.
3. After the students receive ample brainstorming time, the
students will share their favorite ideas with the class. The
teacher will write these ideas on the SmartBoard or whiteboard
as each student shares his or her idea.
4. At the end of class, students will receive an index card. On the
card, they will write their top three favorite problems to solve.
The cards will be used to put students into partnerships or
groups of three for the project. *Teachers should use their own
discretion here. If two students do not pair well (academically,
socially, etc.) partnerships may be rearranged. Partnerships may
solve the same problem as long as they do not share their ideas
with each other.
Day Two (35-45 minutes)
1. Students will be assigned their partners based on the choices
that they made. The teacher should have carefully paired each
student the day before by interest.
2. Students will receive the Engineering Design Process: Rube
Goldberg Machine handout. Students will work with their partner
to go through the first three steps of the engineering design
process: ask, imagine and plan.
3. Students will discuss which materials they will need to complete
their project.
4. Homework for the night will be to bring in any needed materials
for the project.
Day Three (At least two 45-60 minute class periods)
1. Students will use the rest of the time in this phase to create their
final product. This will be done in the classroom. If possible,
students should be able to leave their machines up to work on
the next day. If this is not possible, students should be told that
they will have to rebuild each day.
2. The teacher will provide feedback, but it will be important for the
students to be as independent as possible in this phase. The
Share:
The goal of the share phase is for the students to share the
information that they have learned with their peers. The students
will write about their Rube Goldberg Machine as well as orally
present their machines.
Objective/Goal
Students will
necessary.
Students will
Students will
Students will
verbally.
Standards
NGSS
3-5-ETS1-1. Define a simple design problem reflecting a need or a want
that includes specified criteria for success and constraints on
materials, time, or cost.
3-5-ETS1-2. Generate and compare multiple possible solutions to a
problem based on how well each is likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3. Plan and carry out fair tests in which variables are
controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.
4-PS3-2. Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and electric
currents.
4-PS3-4. Apply scientific ideas to design, test, and refine a device that
converts energy from one form to another.
Common Core
Literacy.W.4.2 Write informative/explanatory texts to examine a topic
and convey ideas and information clearly
Literacy.W.4.3c Use a variety of transitional words and phrases to
manage the sequence of events
Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an
experience in an organized manner using appropriate facts and
relevant, descriptive details to support main ideas or theme; speak
clearly at an understandable pace.
Activity Steps
Day One (About an hour-depends on number of students)
1. Remind the students that today is the day that they will be
sharing their final project. Allow the students time to set up their
machine and practice what they will say during their
presentation.
2. Remind the students that during their presentation they need to:
a. Speak clearly
b. Include details about energy transfers
c. Explain how they used the Engineering Design Process
d. Take turns
3. After about ten minutes, begin the presentations. Try to
remember to take pictures of the designs. Each presentation
should take no longer than five minutes.
Day Two (45 minutes)
1. Pass out the Rube Goldberg Machine Writing Prompt to the
students. The students should glue this into their interactive
science notebook.
2. Pass out and review the Rube Goldberg Writing Checklist. This
may also be glued into the notebook so that students know their
expectations.
3. On the SmartBoard, brainstorm different vocabulary words that
would be important for the students to include in their response
(energy, potential, kinetic, transfer, etc.)
4. Next, review transition words and their purpose. Remind students
that these words help the reader understand a sequence of
events. Write examples on the board as the students share.
5. For students that may have difficulty starting this response, have
them write or draw the steps before they begin. Having a visual
may be a helpful tool.
*Art Extension: