Rube Goldberg Machine Building
Science Standards Addressed (from the Colorado Department of Education)
http://www.cde.state.co.us/coscience/statestandards
High School
Standard 1 - Physical Science
5. Energy exists in many forms, such as mechanical, chemical, electrical, electrical, radiant,
thermal, and nuclear, that can be quantified and experimentally determined.
6. When energy changes form, it is neither created nor destroyed; however, because some
is necessarily lost as heat, the amount of energy available to do work decreases
8th Grade
Standard 1 – Physical Science
1. Identify and calculate the direction and magnitude of forces that act on an object, and
explain the results in the object’s change of motion
a. Predict and evaluate the movement of an object by examining the forces applied
to it
b. Use mathematical expressions to describe the movement of an object
c. Develop and design a scientific investigation to collect and analyze speed and
acceleration data to determine the net forces acting on a moving object
Math Standards Addressed (from the Colorado Department of Education)
https://www.cde.state.co.us/comath/statestandards
High School
Standard 2 - Patterns, Functions & Algebraic Structures
4. Solutions to equations, inequalities and systems of equations are found using a variety of
tools
c. Solve equations and inequalities in one variable.
i. Solve linear equations and inequalities in one variable, including equations with
coefficients represented by letters.
7th Grade
Standard 1 - Number Sense, Properties, and Operations
2. Formulate, represent, and use algorithms with rational numbers flexibly, accurately, and
efficiently
a. Apply and extend previous understandings of multiplication and division and of
fractions to multiply and divide rational numbers including integers.
i. Apply properties of operations to multiplication of rational numbers.
Objective: To build a successful Rube Goldberg machine that opens an umbrella, by utilizing a
compound machine made from simple machines.
Materials:
Umbrella
Anything else you’d like to use in your machine
Procedure:
Begin with Part I, but return to the steps of the design process as often as needed!
Part I - Design Process
1. Identify the problem to address you’re addressing. (Opening an umbrella)
2. Generate concepts for how to address the problem → remember the six simple machines
(screw, lever, wedge, pulley, wheel & axle, inclined plane) and incorporate all six into your
design. DOCUMENT EVERYTHING, include dimensions and any relevant information.
3. Develop a solution → if working with numerous groups, this is the time to pool your ideas
together and create one big, marvelous machine that still accomplishes the overall goal.
4. Compile a list of all needed materials that can be reasonably provided.
5. Construct and test your prototype → If working in numerous groups, make sure that groups
are equally represented in the prototype design.
6. Evaluate your solution → does it fit within all the constraints?
7. Present your solution → Make sure all members agree on the final design and that it will
work, and present your final design!
Part II - Construction Process
1. Assign different parts of the machine to different groups. Allow each group to construct their
individual sections of the machine first.
2. Combine all parts of the machine together, then test & rebuild until the machine works
smoothly to accomplish the assigned task.
3. Determine the ideal mechanical advantage and actual mechanical advantage of your
machine. Determine what the most and least efficient part of your machine is. Determine what
features has the greatest potential energy, and the greatest kinetic energy.
Prepared by:
Veronika Zhiteneva
Developed with:
Caitlin Wolff
References:
https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_si
mp_machines/cub_simp_machines_lesson05_activity1.xml