Rube Goldberg Project

1. Rube Goldberg Project • A Image from “the incredible machine” game

2. Definition of A rube Goldberg Machine

3. Who is Rube Goldberg?

4. Examples of Rube Machines in advertising, movies and the real world

5. “The Way Things Go” Video Presentation of a Rube Goldberg machine

6. What is the project about?

7. Goals and Objectives You have completed the final classroom test of Physics portion of 9th grade Science. This project will test how well you can connect the material covered in class to your solution to a real world challenge. The use of creativity is required and desired!!

8. The challenge • Each student or group will create a Rube Goldberg based machine or design of a machine that complete a simple task in the most complicated way imaginable. • For Drama and Dance majors, an interpretation of a Rube Goldberg-based machine using your abilities will be considered by the teacher

9. Project choices

10. Your project choices are Create a 1) working machine that can be demonstrated at school 2) working machine that can be videotaped in action at home 3) a visual design of a machine 4) a different interpretation acceptable to Mr. Baker

11. New option continued • Will have to connect your life to the concepts discussed in class just like the other groups and individuals

12. New option for period 7,5 Create “The day in your life” Rube List 32 actions that happen to you over the course of a single 24-48 hour period Each action is different from the other actions in some significant way

13. Option Three If not doing either of the previous options, you must work on connecting concepts listed on the assignment sheet to your design or machine

14. Project requirements

15. Checklist for visual rube designers • Main medium of presentation ________ • At least 16 steps _______ • 2 examples of at least 3 different forms of visual images _______ • Type of presentation (sequential, all in one picture or other) _________ • Written explanation of rube ______ • Having someone other than you read your written explanation for clarity _____ • Clean, neat presentation ________ • A clear photograph of your final presentation, if applicable _______

16. Checklist for Builders of Rube Machines • A minimum of 8 steps _______ • The entire rube works with no touches or outside help for at least one run in front of teacher or on camera ______ • Nothing dangerous or harmful was used _______ • Nobody was injured or harmed during the operation of the Rube ______ • Video or photographic explanation of the Rube is created _______ • Video, photographic and or journal entries describe the group’s efforts to produce the rube, from concept to final run. _______

17. A t least one connection to each of these concepts must described for full credit • An object that is accelerating by increasing its speed • An object that is accelerating by decreasing its speed • An object that is accelerating with constant velocity • An object with unbalanced forces, resulting in a sliding motion • Two examples of objects demonstrating Newton’s first law, one not moving and one in motion. • Identification of at least 2 sets of action-reaction forces one set involving an object that is in motion, the other set involving something that is stationary 7. An object that is in free-fall for more than 1/10th of a second 8. An example of the conservation of momentum, where momentum is transferred from one object to another 9. An example where forces are applied to an object, but no work is done by those forces on that object. 10. An example where the KE of an object decreases as its GPE increases 11. An example where the GPE of an object decreases as its KE increases 12. An example where significant energy was transferred from one object to another through use of waves and where the receiving object changes its motion as a result

18. To get maximum credit for your Rube, you have to connect objects, actions or events that with the following physical values • The object obtaining the highest speed • The object or point in the rube that has the greatest number of different forces applied to it. • 3 different locations of frictional forces created by the contact of different materials • The object with the largest amount of inertia that moves during the operation of the rube • Determine which object has the greatest amount of momentum during the operation of your Rube • The force that does the greatest amount of work during the operation of the Rube • The force that produces the highest power rating • Identification of use of at least 4 out of the 6 simple machines in the operation of the Rube • The object undergoing the greatest displacement • The exact moment and location when an object has the most GPE during the operation of the rube • Identification of the moment and location when objects possess either chemical or electromagnetic energy • Identification of a medium through which a significant (noticeable) amount of energy is transmitted • Determine which object makes the sound with the highest pitch during operation of the rube • Determine which object makes the sound with the highest intensity during operation of the Rube • The exact moment and location when an object has the most KE during the operation of the rube

19. To get maximum credit for your Rube, you should be able to include in your rube, an example of at least 3 of the following concepts: • Demonstration of use of all 6 simple machines at least once during operation of the Rube • Identification and use of at least one compound machine during operation of the Rube • Use of a machine with a mechanical advantage of greater than one during operation of the Rube • An object that demonstrates the Doppler effect • An object that achieves terminal velocity 6. Use of an object that visually demonstrates the interference of light 7. The use of sound waves to make an object move 8. Use an object with your favorite color and determine the frequency or frequencies of light that must be reflected into your eyes for you to see that color 9. Use of infrared, ultraviolet or microwaves to make something move and trigger the next step in the Rube

20. What is required from you Visual Presentation: 1) Minimum of 16 steps (all different) 2) Use of variety of materials to create the presentation 3) Style, Quality counts 4) Theme (option) 5) Connect concepts to the design 6) Collect data based on your design 7) Calculate physical values based on collected data 8) Have a photograph taken of your finished design

21. Partners • No partner on the visual design • Can partner with one person on constructing a working rube machine • Partner may come from any of my Physical Science classes • All honors student groups graded at honors level

22. Physical Presentations 1) Minimum of 8 steps (all different) 2) A mistake free run (live or videotaped) 3) A variety of materials used 4) Videotaped (no more than 10 minutes long) showing the process of construction 5) Theme (option) 6) Connect concepts to the design 7) Collect data based on your design 8) Calculate physical values based on collected data

23. Features of Rube Machine • Very simple task to be completed by machine • Many intermediate steps more for the drawn design less for actual construction • Most of the work will be done at home, not during class time

24. What can your Rube be designed to accomplish Some Previous topics Make breakfast Flush a toilet Paint a Picture Open a door Flush a toilet Kick off a party Catch Bin-Laden

25. There are no wrong solutions! Just incomplete ones

26. Limitations on choice of Actions or Steps May not be derogatory to any individual or group For the builders: • candles are the only source of open flame allowed (with parent permission) • Nothing that is dangerous to yourself, others, or the surrounding environment • Additional limitations for those presentingin school

27. What is a step? • Generally associated with an action • Significant Transfer of energy

28. Connections Some of the topics you need to connect to the Rube: Net Force Friction KE Work done Refraction Pitch Displacement 1st Law MA Simple Machines Acceleration 3rd law Transverse Waves Momentum Inertia

29. Rube Connections to Physics • Sentences • Detail description Calculations Equation Data Show calculations Units

30. Rube • Performance part questions • Connections to physics questions • Calculation questions Show equation, values and work All but the calculations typed, printed neatly

31. Equations needed Use a value to the nearest tenth

32. Tips on Building/Designing a Rube Machine

33. How to start designing/building a rube machine • Start with you final task • What action could be created to trigger the final action • examples

34. Information for your agenda Tuesday 1-22-08: Student must state their choice of project format, and partners (if applicable) Tuesday, February 12th: All final photos, videos, presentations and paperwork are due by the end of the day 3:00pm

35. ARE YOU- Your First Descision: A creator of visual designs ? A builder of working machines? Got another idea?

36. Presentation Info

37. Your work will be presented to the rest of the class • Hung up in class • Photographed and placed on my website • Videotaped and either linked to or placed on my website • Presented in front of me and other student-teachers

38. Rube Grade Rubric

39. Half of the project’s grade comes from the creation of the Rube The other half comes from connecting physics to parts of the rube