PBL the Rubegoldberg
Design Brief / Big picture
Background:
Rube Goldberg was a cartoonist and engineer. In 1904 he graduated from University of California at Berkeley as a civil engineer. He did not enjoy his work, and he quickly found another job working for a local paper as a cartoonist. Rube Goldberg spent most of his career drawing cartoons and images of machines and contraptions. He was a satirist. This means that his cartoons and designs included some irony, ridicule, and/or sarcasm. Imagine, for example, turning a simple process like pouring a glass of water into a very complex process using a machine. His designs presented simple, everyday tasks as complex machines integrating natural and technological devices.
The core technologies can be found in every Rube Goldberg cartoon to some extent. Within every large system, there is a series of smaller subsystems that must function together to achieve the desired results.
Note that this activity is not about efficiency. It is about exploring the core technologies in an amusing/interesting way that attracts attention.
Rube Goldberg was a cartoonist and engineer. In 1904 he graduated from University of California at Berkeley as a civil engineer. He did not enjoy his work, and he quickly found another job working for a local paper as a cartoonist. Rube Goldberg spent most of his career drawing cartoons and images of machines and contraptions. He was a satirist. This means that his cartoons and designs included some irony, ridicule, and/or sarcasm. Imagine, for example, turning a simple process like pouring a glass of water into a very complex process using a machine. His designs presented simple, everyday tasks as complex machines integrating natural and technological devices.
The core technologies can be found in every Rube Goldberg cartoon to some extent. Within every large system, there is a series of smaller subsystems that must function together to achieve the desired results.
Note that this activity is not about efficiency. It is about exploring the core technologies in an amusing/interesting way that attracts attention.
Problem:
You have been hired by a local museum to design an interactive Rube Goldberg exhibit for museum visitors to learn about Rube Goldberg and the core technologies. The museum wishes to attract attention to the exhibit, and therefore the purpose of the device will be to pop a balloon.
You have been hired by a local museum to design an interactive Rube Goldberg exhibit for museum visitors to learn about Rube Goldberg and the core technologies. The museum wishes to attract attention to the exhibit, and therefore the purpose of the device will be to pop a balloon.
Specifications:
- Must include four of the nine core technologies (NOT including structural and material).
- Must fit within a 24” x 24” base. ( if build at home use as much space as needed)
- Must be constructed from materials provided by the instructor and one additional item from home (teacher approval is required). ( if build at home you may use any materials available)
- Must complete the task (popping the balloon) in two to three minutes. ( if build at home must display a massage for Engineering )
- Must be safe to operate.
- Once the initial step is put in motion, the device cannot be touched or altered.
- Must create a 2 min video ( student must either talk through the video or be in the video and point at one motion )
- must create a weebly.com post
- must use the 12 steps of engineering design process and turn in print or via journal (planning required)
- rubegolberg is custom made
Deliverables:
- Each team must submit a continuous without any pause 2 min video of its Rube Goldberg system in operation.
- Each team must submit a Rube Goldberg prototype that meets specifications.
- Each student must submit a learning objective summary for the project. ( via Weebly feedback or separate paper )
Standards Addressed:
For your learning objective summary, explain each standard using supporting detail you learned from the lesson.
For your learning objective summary, explain each standard using supporting detail you learned from the lesson.
- Explain that systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.
- Differentiate between larger technological, social or environmental systems from smaller components and subsystems.
- Identify the various systems embedded within the larger system (technological, social, or environmental) using the language of the core technologies.
Optional materials to consider
Materials:
- 1/2" plywood 24" x 24" for base (1)
- Straight Pin (2)
- 1/4" plywood 18" x 36" (1)
- Mouse trap (1)
- Nails (10)
- Balsa 1/8” x 1/8” x 36” (5)
- Screws (10)
- Popsicle sticks (10)
- Springs (5 max)
- Marbles (5)
- String (3’ max)
- Balloon (1)
- 1/8" x 36” dowel rod (1)
- Pulleys (4)
- Wheels (5)
- DC motor (2)
- Brass fasteners (3)
- Fan (1)
- Battery with battery snap (2)
- Solid gauge wire (3’ max)
Learning Objectives
Students will learn to:
1. Explain that systems, which are the building blocks of technology, are embedded
within larger technological, social, and environmental systems.
2. Use systems in the design and development of technology.
3. Differentiate between larger technological, social, or environmental systems from
smaller components and subsystems.
4. Identify the various systems embedded within the larger system (technological,
social, or environmental), using the language of the core technologies.
5. Calculate algebraic equations representing scientific principles related to a design
challenge to refine a solution to the problem.
6. Contribute to a group endeavor by offering useful ideas, supporting the efforts of
others, and focusing on the task.
7. Work safely and accurately with a variety of tools, machines, and materials.
8. Actively participate in group discussions, ideation exercises, and debates.
1. Explain that systems, which are the building blocks of technology, are embedded
within larger technological, social, and environmental systems.
2. Use systems in the design and development of technology.
3. Differentiate between larger technological, social, or environmental systems from
smaller components and subsystems.
4. Identify the various systems embedded within the larger system (technological,
social, or environmental), using the language of the core technologies.
5. Calculate algebraic equations representing scientific principles related to a design
challenge to refine a solution to the problem.
6. Contribute to a group endeavor by offering useful ideas, supporting the efforts of
others, and focusing on the task.
7. Work safely and accurately with a variety of tools, machines, and materials.
8. Actively participate in group discussions, ideation exercises, and debates.
VOCABULARY
Core Technologies: are a group of resources (subsystems) working together to solve
problems and extend human capabilities.
Mechanical Technology: the technology of putting together mechanical parts to produce,
control, and transmit motion.
Structural Technology: the technology of putting mechanical parts and materials together
to create supports, containers, shelters, connectors, and functional shapes.
Electrical Technology: the technology of producing, storing, controlling, transmitting, and
getting work from electrical energy.
Electronic Technology: the technology of using small amounts of electricity for
controlling; detecting; and information collecting, storing, retrieving, processing, and
communicating.
Optical Technology: the technology of producing light; using light for information
collection, storage, retrieval, processing, and communication; and using light to do work.
Thermal Technology: the technology of producing, storing, controlling, transmitting, and
getting work from heat energy.
Materials Technology: the technology of producing, altering, and combining materials.
Biotechnology: the technology of using, adapting, and altering organisms and biological
processes for a desired outcome.
Fluid Technology: the technology of using fluid, either gas (pneumatics), or liquid
(hydraulic) to apply force or to transport.
Kinetic Energy: the energy of motion.
Actual Mechanical Advantage: (AMA) is the ratio of the magnitude of the resistance (R)
and effort (E) forces, friction losses are taken into consideration.
Ideal Mechanical Advantage: (IMA) is the ratio of distance traveled by effort and
resistance force, friction losses are not taken into consideration.
Machine: is a tool used to complete work with less effort.
Simple Machine: is any device that only requires a single input force to do work.
Work: is the force (F) applied on an object times the distance (d) traveled by the object.
Lever: one of six simple machines, a rigid bar resting on a pivot (the fulcrum) used to make
moving objects easier, consist of an effort force, load and fulcrum.
Wheel and Axle: one of six simple machines, is a lever arm that is fixed to a shaft (the
axle), the axle and the wheel turns in the same direction, effort force is applied to the wheel
or the axle.
Pulley: one of six simple machines, is a wheel and axle that support a cable or belt along
the wheel’s circumference, pulleys are used to transfer force or speed and lift loads.
Inclined Plane: one of six simple machines, consists of a flat surface at an incline (angle)
that is used to move heavy objects to a higher level.
Wedge: one of six simple machines, a triangular shaped tool; tapers to a thin edge which
functions as a moving inclined place, effort is applied to the top of the height.
Screw: one of six simple machines, an inclined plane wrapped around a cylinder or a wheel
and axle used to create rotary motion, used as a threaded fastener, can change a rotary
motion into a linear motion.