Transferring Energy in Rube

Goldberg Machines

Jennifer Boudrow
Framingham State University
The Art of Engineering Design
Fall 2015
Standards: EXPLORE CREATE 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. X X X

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. X X

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 X X

4-PS3-2. Make observations to provide evidence that X X

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 X X

changes in energy that occur when objects collide.

4-PS3-4. Apply scientific ideas to design, test, and refine a X X X

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., X

online library catalog, electronic encyclopedia)

G3-5: 1.14 Explain and use age-appropriate online tools X

and resources (e.g., tutorial, assessment, Web browser).

Common Core Standards

Literacy.W.4.7 Conduct short research projects that build X

knowledge through different aspects of a topic.

Literacy.W.4.2 Write informative/explanatory texts to X

examine a topic and convey ideas and information clearly

Literacy.W.4.3c Use a variety of transitional words and X

phrases to manage the sequence of events

Literacy.SL.4.4 Report on a topic or text, tell a story, or X

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
Explore: Transferring Energy in Rube Goldberg
Machines
Lesson Summary
 The goal of this phase is to teach students about energy and it’s 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
 Students will understand the five basic forms of energy (mechanical,
electrical, light, thermal, sound).
 Students will understand that energy is not created or destroyed, but is
transferred between objects or stored for later use.
 Students will differentiate between kinetic and potential energy.
 Students will conduct research on Rube Goldberg.

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

Handouts and Materials

 “Forms of Energy” PowerPoint presentation
 “Potential vs. Kinetic” SMART Notebook presentation
 Forms of Energy anchor chart
 Smartboard
 Science notebooks
 Construction paper
 Coloring materials
 Glue
 Laptops/iPads (two students per computer)
 “Rube Goldberg Web Quest” handout

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 an interactive quiz
that the students can take as a class using the Smartboard. The quiz reviews
the major concepts discussed in the video clip.
3. Students will then create a Forms of Energy foldable for their interactive
science notebook. The foldable will have six sections that will include the five
basic forms of energy as well as the law of conservation of energy. (See
attached photo) *The inside of the flap includes an illustration of each form.
4. An anchor chart displaying the forms or energy should be visible in the
classroom for student use. (See attached photo)
Day Two (Two 40 minute class periods)

1. The teacher will use the “Potential vs. Kinetic” interactive Smartboard lesson
to explain the difference between potential and kinetic energy. The lesson
includes an interactive picture sort as well as an abundance of examples of
potential and kinetic energy. The students will listen, and volunteers will be
called on to participate in the picture sort.
2. During the lesson, the teacher should display different forms of energy using
objects in the classroom. (Elastic energy-shoot an elastic across the room,
Potential-hold a ball and bring your arm back to throw, Kinetic-throw the
ball to a student, etc.)

Potential and Kinetic roller coaster picture

3. On the second day, students will use the knowledge they gained to draw a
picture of a roller coaster. The roller coaster must meet the following
requirements:

 Must have at least two “hills”

 Must have two carts showing potential energy
 Must have two carts showing kinetic energy
 Must have the cart showing the most potential energy labeled
 Must have a creative name

(See attached picture for student examples)

4. Before students label their carts, they should check in with the teacher. They
should explain which carts display potential and kinetic energy. They should
also show which cart has the most potential energy. This ensures that the
students understand each form of energy.

5. Students will be graded on a check minus, check, check plus system. If all
parts are included, they will earn a check plus. A check can be earned by
including all but one or two of the requirements, and a check minus will be
earned if three or more of the requirements are missing. Neatness will also
be taken into consideration.

Day Three (50 minutes)

1. The teacher will explain to students that they will be researching a famous
engineer who explained his creations through cartoons.
2. The teacher will pass out the “Rube Goldberg Web Quest” handout and assign
partners.
3. Before the students use the iPads or laptops, the teacher and students will
review the school’s acceptable use policy for the computers.
4. The students will use the websites provided on the handout to learn about
Rube Goldberg. As they read, they will answer questions that can be found on
the website
5. Students will then have time to explore videos of Rube Goldberg inspired
machines. They will use headphones to listen to the videos individually
6. At the end of class, the teacher will explain that the students will be creating
their own Rube Goldberg machine. Their homework will be to brainstorm
different tasks that they’d like to achieve in a complex manner (turning a
page, popping a balloon, turning on a light, etc.) They can use an idea from a
video that they watched, or come up with their own.
Create: Transferring Energy in Rube Goldberg
Machines
Lesson Summary
 The goal of this phase of the project is to design and redesign a Rube
Goldberg Machine. Students will use their knowledge of energy and energy
transformations to build a machine that solves a simple task in a complex
way.

Objectives/Goals
 Students will build a machine that solves a simple problem in a complex way.
 Students will create their product using the engineering design process.
 Students will display their knowledge on energy transformations by
including three transformations in their final product.
 Students will understand that energy is not created or destroyed, but is
transferred between objects or stored for later use.

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.

Handouts & Materials

 “Rube Goldberg Machine: Planning Phase” Handout
 “Brainstorm Bubble” Handout
 Smartboard or whiteboard
 Index cards
 “The Engineering Design Process: Rube Goldberg Machines” Handout
(Double –sided)
 Materials specific to student projects (balloons, tape, string, dominoes, etc.)

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 teacher may circulate the
room and should be available to answer questions.
3. Students will test their machine continuously throughout the create phase.
They will assess what works and what doesn’t so that they are able to
redesign.
Share: Transferring Energy in Rube Goldberg
Machines
Lesson Summary
 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 reflect on their project and redesign when necessary.
 Students will improve their public speaking skills.
 Students will use transition words in their writing.
 Students will explain how energy is transferred orally and 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.

Handouts and Materials

 “Collaborative Work Skills: Rube Goldberg” Rubric
 Rube Goldberg Writing Prompt
 Rube Goldberg Writing Checklist
 SmartBoard
 Interactive Science Notebooks

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:

Trace each student’s silhouette (this may be a nice project to collaborate with the
art teacher). Inside the silhouette, the students can draw their Rube Goldberg
Machine as if it is in their “brain”. (See attached photo for idea)