Construction of a Complex Machine Through Classroom Collaboration
Summary
"A Rube Goldberg Machine is an extremely complicated device that executes a very simple task in a complex, indirect way" (source: http://www.rube-goldberg.com/). The class will take a simple task (i.e. turning on a light switch) and make it much more complicated. Each 2-3 students will receive a cardboard box. Each group must use a minimum of six simple machines utilizing at least four types of simple machines: wheel and axle, pulley, levers, screw, inclined plane, and wedge. The goal is to keep the initial impulse moving towards its final output. The students will combine all of their boxes to make a "Complex Machine." They will collaborate on the main design and also how their boxes will interface with adjoining boxes.
CollapseLearning Goals
The main goal of this activity is for students to gain experience in collaborating with other students on a physics design project. Students will also learn about force, motion, energy transformation, how machines help people, structure and function of simple machines, and complex machines. This activity will also act as an assessment for our Work, Energy and Machines Unit.
Context for Use
This collaborative project is most suitable for Physics, Grades 11-12. Activities and readings about work, energy and machines precede this project. This project is used as the end of the unit portfolio. I encourage the use of ready-made simple machines (pulleys from school, Tinker Toys/Knex from home, Hot Wheels, shims, etc.) and easily-made simple machines (levers, etc.) rather than the making of more complicated ones. Students are required to find most of their own stuff, but I do give each group a "starter bag of a few things which includes one single pulley and two wood shims."
Description and Teaching Materials
Description and Teaching Materials: Timeline
1. Pre-activity: An information sheet about this project is handed out at the beginning of the Work, Energy and Machines Unit. Important deadlines are noted- date that the classroom design is due, date that boxes and materials are due; and date that the Collaborative Complex Machine is due.
I also encourage them to go online and do a search using the keywords, Rube Goldberg. They should learn about who Rube Goldberg was and examine some of his cartoons. They should also find some examples of Rube Goldberg Machines built by other students. (http://www.rube-goldberg.com/)
2. Activity:
Day One: Task and classroom design finalized.
Day Two: Collaboration planned- how will individual boxes interface with their neighboring boxes? What will be the order of the boxes?
Days Three-Four: Students have classroom time to work on project. (I like to have day four be a Friday so students may work on project over the weekend)
Day Five: Testing and grading of collaborative machine. We spend most of classroom discussing the outcome. A short quiz is given. A Checklist of Tasks to be Completed on the Collaborative Machine (Microsoft Word 27kB Sep11 08) Grading Rubric for Collaborative Machine Project (Acrobat (PDF) 34kB Sep11 08)
1. Pre-activity: An information sheet about this project is handed out at the beginning of the Work, Energy and Machines Unit. Important deadlines are noted- date that the classroom design is due, date that boxes and materials are due; and date that the Collaborative Complex Machine is due.
I also encourage them to go online and do a search using the keywords, Rube Goldberg. They should learn about who Rube Goldberg was and examine some of his cartoons. They should also find some examples of Rube Goldberg Machines built by other students. (http://www.rube-goldberg.com/)
2. Activity:
Day One: Task and classroom design finalized.
Day Two: Collaboration planned- how will individual boxes interface with their neighboring boxes? What will be the order of the boxes?
Days Three-Four: Students have classroom time to work on project. (I like to have day four be a Friday so students may work on project over the weekend)
Day Five: Testing and grading of collaborative machine. We spend most of classroom discussing the outcome. A short quiz is given. A Checklist of Tasks to be Completed on the Collaborative Machine (Microsoft Word 27kB Sep11 08) Grading Rubric for Collaborative Machine Project (Acrobat (PDF) 34kB Sep11 08)
Teaching Notes and Tips
Days Three and Four could be eliminated- this could be assigned as homework. Each group's components must stay within the boundaries of their box. The completed collaborative machine must have one cut-away side so the transfer of the impulse may be easily observed from beginning to end. Students should be prepared to answer questions about their component simple machines (questions testing the student's background knowledge gained in this unit).
Assessment
A rubric is used to determine whether the goals of this unit are being achieved. See attachment.
Standards
I. History and Nature of Science, B. Scientific Inquiry and C. Scientific Enterprise
II. Physical Science, C. Energy Transformations and D. Motion
II. Physical Science, C. Energy Transformations and D. Motion