Transferring Energy in Rube

Goldberg Machines

Jennifer Boudrow
Framingham State University
The Art of Engineering Design
Fall 2015

Standards:

EXPLO
RE

CREAT
E

SHARE

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

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-PS3-2. 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.

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).

Common Core Standards

Literacy.W.4.7 Conduct short research projects
that build knowledge through different aspects of
a topic.
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

Explore:

Transferring Energy in Rube

Goldberg Machines
Lesson Summary

The goal of this phase is to teach students about energy and its
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 schools 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 theyd 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 doesnt 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
necessary.
Students will
Students will
Students will
verbally.

reflect on their project and redesign when

improve their public speaking skills.
use transition words in their writing.
explain how energy is transferred orally and

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 students 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)