A Rube Goldberg® machine stalls.
Design, test, and refine a device that transforms energy and that shows a cause and effect relationship between the design and the desired outcome.
Use a Rube Goldberg® machine to solve a classroom problem.
Click here for NGSS, CCSS (ELA), and California ELD standards.
This is the last lesson for the Energy learning sequence in which students apply their understanding of energy and its transfer/transformations in a design solution to meet human needs. Students use the principles of engineering to design a Rube Goldberg® machine that humorously solves a common classroom problem.
In the lesson, students use elements of several practices to inform and test their design. These include: defining a simple design problem that can be solved by the development of a tool using criteria and constraints; making observations to produce data to serve as the basis to test a design solution; applying scientific ideas and evidence to the design of a prototype tool; and comparing and evaluating solutions based on how well they meet the criteria and constraints of the design.
As students design, they continue to apply what they understand about cause and effect relationships as energy is transferred in various ways and between objects.
At the end of the lesson, students recognize that a Rube Goldberg® machine is a fun but impractical use of energy. Students link different cards to show energy being used for practical purposes.
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 | 20 minutes | Engage |
30 minutes | Explore 1 | |
Part II | 60 minutes | Explore 2 |
Part III | 60 minutes | Explore 3 |
Part IV | 45 minutes | Explain |
Part V | 60 minutes | Elaborate |
Part VI | 45 minutes | Evaluate |
Communicate the cause and effect relationships of energy transfers and transformations in our daily lives.
Identify a problem to be solved using parts of a Rube Goldberg® machine system to transfer/transform energy.
In this lesson, the students address this problem: A student on the other side of the classroom needs an eraser but you cannot get up from your desk. For your classroom, you can use whatever problem statement you want and modify the lesson accordingly. The solution design can be as open or as limited as you choose; allow the students to attempt solutions for a variety of problems or limit the problem to one students suggested.
Use data/evidence of cause and effect relationships using science concepts as the basis for a design solution.
Students should have some experience with the engineering design process from previous problem solutions. If this is their first attempt at designing a solution, review with them the engineering design process as described in the CA Science Framework Chapter 1, pp. 65–66. http://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp Refer to 4.5.R1: Relationship of Engineering Design Process and Science and Engineering Practices for more information.
Criteria are defined as what makes the design successful; constraints are limitations imposed on the design. Use 4.5.C1: Criteria and Constraints as a reference to help guide the discussion, particularly for the criteria: it must include at least two energy transfers, one energy transformation (e.g., source is solar–action is mechanical; source is electrical–action is mechanical), and one instance where speed and collisions are factors.
If students have not done engineering, explain that often the criteria and constraints are given by the company that wants the design.
You might want to provide the materials to the students to manipulate before they think of something they want to test.
Test the design of a Rube Goldberg® machine system to solve the problem.
Analyze data for evidence of better materials or process (cause and effect) to be used in the design.
Redesign, critique, and communicate how the Rube Goldberg® machine system is best designed to solve the problem.
Communicate an understanding of cause and effect and systems to the practical uses of energy transfers and transformations.
This evaluation serves as an assessment/summary of what students understand about energy transfers. It addresses many of the three dimensions in this learning sequence.
Rube Goldberg. (2012, March 10). How to Get Rid of a Mouse! Retrieved from https://www.rubegoldberg.com/artwork/how-to-get-rid-of-a-mouse-2/.
California Department of Education, 2016 Science Framework. http://www.cde.ca.gov/ci/sc/cf/scifwprepubversion.asp.
RUBE GOLDBERG® is a registered trademark of Rube Goldberg, Inc. All materials used with permission. rubegoldberg.com