A Rube Goldberg® machine stalls.
Carry out an investigation to explore how energy moves and can be transformed between objects.
Energy transfers can be observed in parts of a Rube Goldberg® machine where energy converts its action to movement, sound, electricity.
Click here for NGSS, CCSS (ELA), and California ELD standards.
In the prior lesson, students planned and conducted investigations to explore the speed of objects during collisions in relation to the amount of energy the object possesses.
In this lesson, students test various devices that transform energy, i.e., convert its actions. They make observations to produce data that they analyze for trends or patterns that they use as evidence to construct an explanation. They also learn to refine their arguments based on an evaluation of the evidence. They continue to recognize that energy can be transferred in various ways and between objects. They also continue to define the system to describe its components and interactions.
In the next lesson, students apply what they learned in this learning sequence to design a Rube Goldberg® machine that includes energy transfers and transformations.
Throughout the lesson, a flag (
) denotes formative assessment opportunities where you may change instruction in response to students’ level of understanding and making sense of phenomena.
| Part I | 30 minutes | Engage |
| 45 minutes | Explore 1 | |
| Part II | 60 minutes | Explore 2 |
| Part III | 90 minutes | Explain |
| Part IV | 45 minutes | Elaborate |
| Part V | 60 minutes | Evaluate |
There are 4 possible stations for students to explore. It is recommended that they do at least 2 or 3 of the stations to experience a variety of transformations (sound, movement, and light). Decide which stations to use and obtain materials for those.
The four stations listed above can be used by changing the source of energy. In addition, the Lemon Light Bulb Circuit could be used. Select the Elaborate stations and obtain materials for those.
Energy is a complex topic. Be aware of possible student misconceptions identified in the NRC Framework. “The idea that there are different forms of energy, such as thermal energy, mechanical energy, and chemical energy, is misleading, as it implies that the nature of the energy in each of these manifestations is distinct when in fact they all are ultimately, at the atomic scale, some mixture of kinetic energy, stored energy, and radiation. It is likewise misleading to call sound or light a form of energy; they are phenomena that, among their other properties, transfer energy from place to place and between objects.”1
In fourth grade, students are expected to know that energy can be moved from place to place by moving objects or through sound, light, or electric currents. In this lesson, they focus on visible evidence to identify energy transformations: e.g., battery and wires light a light bulb; a collision of moving objects creates sound.
1. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (pages 120–122).
Communicate information about patterns of energy transfers.
In the previous lessons, the students focused on energy transfer, where they observed things moving. The energy source was mechanical, and it produced movement of some kind. In this lesson, students explore other ways (e.g., sound, electrical, heat, and light) in which energy is transformed as it moves from object to object.
Use think-pair-share strategy to get students talking and sharing ideas about their observations.
Use sentence frames to help students engage in partner conversations and a whole group share. Sentence frames can include but are not limited to:
I know that energy _____.
I noticed that _____.
I observed _____.
I agree with _____ because _____.
I want to add that _____.
Focus on energy transformations shown in the video. Prompt students, if needed, to identify where the energy comes from, what the energy does and where it goes to see energy transformation as it moves through the different objects.
Make observations of patterns to provide evidence that energy can be transformed as it moves from object to object.
Modify the directions and the timing based on the number of stations you have selected for the students to explore. These directions are based on having students explore 4 stations, spending 20 minutes at each station. Each station should have a resources sheet at the station, which provides directions to the students.
In Part I, preview the stations and explain the materials (about 10–15 minutes); leaving time for 1 station. In Part II, students complete the other 3 stations using a rotation system. There are instructions and guiding questions at each station.
Students place a handful of rice or dried beans on top of the speaker (where the sound is produced). Students observe the rice/beans moving due to the sound produced by the speaker. Energy source: speakers. Energy receiver: rice/beans. Transformation: Observable phenomenon: sound from speaker (electrical) to observable phenomenon motion of rice/beans (mechanical).
Students connect wires from the motor to each side of the battery to create a circuit. Students observe the motor spinning when the circuit is connected. Energy source: battery. Energy receiver: motor. Transformation: observation battery with + and - sides indicating chemical inside (chemical) to observation of wires (electrical current) to observable phenomenon motion of motor. Note: Students may not recognize chemical energy, and that is OK. If students have never worked with complete circuits, allow extra time for them to figure out how the connections are made.
Students connect a solar panel to wires from the buzzer to create a complete circuit. Students observe the buzzer making a noise when the circuit is connected. Energy source: solar panel. Energy receiver: buzzer. Transformation: solar to electrical to sound. Note: Students may not recognize the solar energy; so ask probing questions as to how the panel was ‘powered’.
Students place a light bulb in the light bulb holder making sure that the bottom of light bulb is touching the metal plates. Students connect the light bulb with wires and the hand generator to create a complete circuit. Students observe the light bulb turning on when the hand generator is cranked. Energy source: hand generator. Energy receiver: light bulb. Transformation: motion (mechanical) to electrical to light. Note: Students may not recognize that their hand motion (mechanical) transfers the energy to electricity, and that is OK.
Make observations of patterns to provide evidence that energy can be transformed as it moves from object to object.
Analyze and use trends in data (patterns) to provide evidence that energy can be transformed between objects as sound, light, or motion.
Students will share their data in their groups and look for trends (patterns) that can be used as evidence that energy can be transformed.
Discussion of results from Station 1 will be conducted in a “fishbowl.” A fishbowl is a way to have a group process their ideas in front of a larger group who listens to the fishbowl group’s conversations. The fishbowl can be used as a way to model the kinds of discussion the other groups should be having when given the opportunity to discuss.
Then groups will conduct their discussions, and finally the class will be brought together to summarize what their results indicate. This is a good time to discuss how what they noticed in one station was similar to what they noticed in another, establishing patterns, and that these patterns can be used as evidence to support an explanation.
Depending on student discussion, this part may take 60–90 minutes and can be broken into two sections by having students discuss data from two stations during one period and then the other two stations in another period.
If your students are familiar with data and evidence, this conversation should just be a review. If this is new to them, spend more time helping them see that raw data has little meaning. It has to be organized and analyzed (e.g., finding trends, deciding if it is appropriate to the claim, and if it is sufficient to make the claim) to become evidence to support or refute a claim.
Make observations of a new system to provide evidence that energy can be transformed.
There are two options for Part IV. Choose to do one or both.
Option 1 uses materials from Stations 1–4 to have students engage in additional exploration of energy transformation by switching sources and receivers.
Option 2 extends students’ learning with a different type of transformation: chemical to electrical. Use 4.4.R2: Station 5 How to Make a Lemon Battery One setup is suggested for each group of 4 or 5 students.
Make a claim supported by evidence from several investigations that energy can be converted or transformed into sound, like, or motion.
If necessary, use sentence frames to help students guide their conversation. For example:
Energy is _____ because _____.
Energy can______ because_____.
Energy can _____. My evidence is _____.
I observed _____, _____, _____ and _____. Therefore, I think _____.
Play the 3M Rube Goldberg Machine video from 0:56-1:22. Have students discuss how
their claim and evidence statements can help them to explain the flow of energy in the Rube
Goldberg® machine. An example of a claim with supporting evidence might be:
Energy can be transferred from place to place. Sometimes when that happens the energy can be used locally to produce motion, sound, heat or light. In each station we explored, the energy that came into the system produced a different action. This pattern occurred in each station. For example, the energy in the battery made the motor turn. In another case, the energy in the solar panel made a buzzer make a sound, and in another case, the energy in cranking the hand generator made the light bulb go on. The energy in the speakers made the rice/beans move.
In a Rube Goldberg® machine, the energy of movement produced sound which then produced movement.
3M. (2015, August 3) 3M Brand Rube Goldberg Machine. https://www.youtube.com/watch?v=GEzcO3nfjZk
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K–12 Science Education Standards. National Academies Press, Washington, DC.
Waimea Elementary School. (2016, April 25). Audri’s Rube Goldberg Monster Trap. Retrieved from https://www.waimeaelementary.org/apps/video/watch.jsp?v=111342.
RUBE GOLDBERG® is a registered trademark of Rube Goldberg, Inc. All materials used with permission. rubegoldberg.com
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