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| Introduction | Task
| Process | Resources
| Evaluation |
Conclusion | Credits |
  
Do you enjoy a friendly or competitive game of golf? If you
do, you know how much it helps you to stay fit as well as
have fun and enjoy the great outdoors. Golf provides the benefits
of all three exercise categories: aerobic, strength-building
and flexibility and is a common retirement activity. Bending
over to "tee up the ball" is often difficult for
those with bad backs or the elderly who still want to enjoy
the game. How can we help them so they can enjoy the game
without the pain?
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Your goal is to design and build a Rube Goldberg machine
to tee up a golf ball without bending over. The machine must
have at least four different steps. The last step is the golf
ball coming to rest on a golf tee. The steps must involve
at least three different types of forces and/or mechanical
systems to move the ball. A minimum of one mechanical system
must be included. Be creative and have fun!
(please note that a marble, ping pong ball, or golf ball can
be used)
Possible Forces - applied force, friction force, gravitational
force, magnetic force, tension, torsion, spring force (definitions
are given below)
Possible Mechanical Systems - pulley system, a lever, a gear
system
If you've never seen a Rube Goldberg Machine, here some links
that you can check out at school or at home. Please note that
You Tube is blocked at school so you'll have to watch them
at home.
http://video.google.com/videoplay?docid=-2367646121273499414
Tea Bag in a Cup
http://video.google.com/videoplay?docid=-3638354327358573516&hl=en
Unbelievable Rube Goldberg
www.youtube.com/watch?v=_qYGYL25t4Y
My Backyard Rube Goldberg Chain Reaction Machine
www.youtube.com/watch?v=vrCb_fNmSTA
Creme That Egg!
www.youtube.com/watch?v=7tTNOX8jfno
Dog Food Dispenser
www.youtube.com/watch?v=-s_n-CJ79xM
Cereal and Milk
www.youtube.com/watch?v=M7CcbfBX07c
Legend of Zelda Rube Goldberg Machine
www.youtube.com/watch?v=tRuH4JFxgQc
Rube Goldberg 2008, Milne Valley MS
Think about what you've learned about forces and structures
and the acivitites you've done. Put it all together and have
fun with your Rube GOldberg Machine!
Vocabulary for
this activity |
| word |
definition.... |
| Rube Goldberg Machine |
a machine that takes a simple act and breaks it into
a complicated set of steps, usually very entertaining
to watch |
| force |
a push, pull, or other factor that can make an object
change speed, shape, or direction |
| applied force |
a force applied to an object by a person or another
object directly pushing or pulling on it |
| contact force |
a force that results when two interacting objects are
in contact (touching) with each other. examples: applied
force and friction |
| friction force |
a force that resists movement between two objects in
contact, friction usually causes an object to slow down,
example: rolling a ball on carpet |
| gravitational force |
the natural force of attraction from the earth that
causes objects to be pulled down |
| magnetic force |
a force produced by magentic materials that attracts
(pulls) or repels (pushes away) other magnetic materials |
| noon-contact force |
a force acting between two objects that are not touching,
example: gravitational and magnetic forces |
| tension force |
a force that acts that causes an object to expand, stretch,
or lengthen, a force that travels through a string, rope,
or wire when it's pulled tight |
| torsion force |
a force that causes an object to twist, also called
torque |
| spring force |
a force exerted by a compressed (squeezed) or stretched
string |
| pulley |
a wheel that usually has a groove around the outside
edge. This groove is for a rope or belt to move around
the pulley. Pulling down on the rope can lift an object
attached to the rope. Work is made easier because pulling
down on the rope is helped by gravity. (examples: flag
pole, mini blinds, crane) |
| gears |
Two wheels with "teeth" fit together either
directly or through a chain or belt so that one wheel
will turn the other. It can also be a combination of "toothed
wheels" that produce a certain speed such as a bike's
top gear which makes the bike go fast, and the low gear
for slow speed. (examples: clock, drill, automobile) |
| lever |
a straight rod or board that pivots on a point known
as the fulcrum. Pushing down on one end of a lever causes
the opposite end of the lever to rise. The fulcrum can
be moved depending on the weight of the object to be lifted
or the force needed to push. (example: seesaw, door on
hinges, hammer, bottle opener) |
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- Think about how your ball (can be a golf ball, ping pong
ball, or marble) will "enter" into step 1.
- What kind of force will you use to move the ball in the
first step? Will it fall? Will it be carried somehow? Will
it travel through something? Will it cause something else
to move? There are lots of possibilities...pick one and
have fun designing!
- Build a prototype of the first step.
- How will the first step link to the second? How will the
ball get from the first step to the second?
- Continue these questions for at least four steps.
- You need to include at least one mechanical system in
your machine. It can involve a lever, a gear system, or
a pulley. Where will it be included?
- Try some different ideas and build a prototype fo your
entire Rube Goldberg Machine. Make any adjustments or modificaitons
as needed.
- Remember that the ultimate goal is for golf ball to be
"teed up" at the end of your steps.
- Have fun!
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- Your teacher will have some basic materials for you to
use in your design but almost anything can be used.
- The recycling bin may be a good source of materials like
paper towel rolls, plastic bottles, cans, etc.
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Here are some rubrics your teacher may use to assess and
evaluate your design and build work:
Thinking and Inquiry:
Planning Your
Solution (printable version)
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Use of initiating and planning skills
and strategies (e.g. identifying the problem, developing
a plan) |
uses initiating and planning skills with limited
effectiveness
has a vague idea of what the problem is in the task
makes an attempt at devising a plan of action |
uses initiating and planning skills with some effectiveness
is able to state the general idea of what the problem
is in the task
is able to come up with a some steps, incomplete plan
of action |
uses initiating and planning skills with considerable
effectiveness
is able to identify the problem associated with the
task
is able to come up with a possible plan of action |
uses initiating and planning skills with a high degree
of effectiveness
is able to clearly state in own words what the problem
is and the goal of the task
is able to come up with a well thought out plan of
action |
Carrying Out
Your Plan (printable version)
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
| Use of processing skills and strategies (e.g. performing
and recording, observing, manipulating materials and using
equipment safely) |
uses processing skills and strategies with limited
effectiveness
performing, recording, and observing skills are very
rudimentary
rarely takes an active role in using materials
pays little attention to the safe use of tools |
uses processing skills and strategies with some effectiveness
performing, recording, and observing skills are somewhat
developed
sometimes takes an active role in using materials
pays some attention to the safe use of tools |
uses processing skills and strategies with considerable
effectiveness
performing, recording, and observing skills are at
average level for grade
usually takes an active role in using materials
pays attention to the safe use of tools |
uses processing skills and strategies with a high
degree of effectiveness
performing, recording, and observing skills are well
developed
takes a leadership role in using materials
pays very close attention to the safe use of tools,
reminds others in group |
Critical /
Creative Thnking (printable version)
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
| Use of critical/creative thinking processes, skills,
and strategies (e,g, analysing, interpreting, problem
solving, justifying) |
uses critical/creative thinking processes, skills,
and strategies with limited effectiveness
task solution is attempted, very incomplete solution,
does not address the main part of the problem |
uses critical/creative thinking processes, skills,
and strategies with some effectiveness
basic task solution is shown, may not address all aspects |
uses critical/creative thinking processes, skills,
and strategies with considerable effectiveness
standard approach to the task solution |
uses critical/creative thinking processes, skills,
and strategies with a high degree of effectiveness
approach to the task solution is very creative
makes revisions to better the design/solution |
Communication:
Expression and Communication (printable version)
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
| Expression and organization of ideas and information
(e.g. clear expression, logical organization) in oral,
visual, and/or written forms (e.g. diagrams, models) |
Expresses and organizes ideas and information with limited
effectiveness |
Expresses and organizes ideas and information with some
effectiveness |
Expresses and organizes ideas and information with considerable
effectiveness |
Expresses and organizes ideas and information with a
high degree of effectiveness |
| Some checklissts that may be helpful as you work through
your task are coming soon. |
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Congratulations!
You've successfully designed and built a prototype for a
Robe Goldberg Machine. Now that you've completed this project,
take time to consider the following questions:
What have you learned about yourself and
your groupmates in completing this task?
Did anything in this task trouble you?
What might you do differently given the opportunity
to do a similar task again?
How did this task allow you to build your
personal learning skills?
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If you are interested in learning more about
this subject matter, you can find related hyperlinks at Student
Links 2 on the LDCSB "Intranet" Website.
* Note: This link is not licensed for home use by students |
Thanks to the many
scientists out there who share great ideas and activites in
the online environment.
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Publication
& Copyright Details |
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Last updated on October 25, 2011.
Copyright © 2011 London District Catholic School
Board and its licensors.
All rights reserved.
In the event this
activity were to be placed on a searchable database, we
would need some keywords for search purposes (grade level,
subject(s), strand(s) activity related...)
Keywords:student, rich performance task, RPT,
science & technology, electricity, alarm,,,
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