DESIGNING A RUBE GOLDBERG DEVICE

Energy Models and Devices Worksheet
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Part 1
Section 1: Illustrate a design of your Rube Goldberg Device using objects you already have in your home since you will need to build it later. Your illustration/diagram should include the items listed in the checklist within the lesson. You may choose to draw it freehand and scan or photograph the drawing, or you may use a computer program to digitally create your device.
Place your illustration/diagram below.
Section 2: Answer the analysis and reflection questions below.
1. Describe your rationale for selecting the materials and structure of your device. How did your choices support the criteria and constraints of your design?
2. Select two energy conversions in your device and explain the forms of energy involved in those conversions.
3. Describe any energy transfers at the particle level that can be observed.
4. What type of system does your Rube Goldberg device represent? Describe the conversions in your device that support your answer.
5. Explain how your Rube Goldberg device design follows the law of conservation of energy.
Part 2
Section 1: It’s time to build your device to determine if your design needs revisions. You will need to turn in a video clip or photograph of your device. Remember, with a photograph, you must include a written description of your device.
Place your picture or link to your video below.
Section 2: Make observations of your device’s performance during three testing trials. Describe any unexpected results or gains or losses of energy to the surroundings.
Trial Device Performance
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Section 3: Answer the analysis and reflection questions below.
1. Evaluate the performance of your Rube Goldberg device against the given criteria and constraints. Describe the energy conversions that met the criteria and constraints and conversions that did not.
2. Refine your design to optimize efficiency. Describe the changes you made to your design and why you made those changes.
3. Test your refined design. Describe its performance. How did your changes increase or decrease the efficacy of your device?

ASSIGNMENT NUMBER 2

Designing a Rube Goldberg Device
In this engineering activity, you will design and build a Rube Goldberg device of your own. Review the instructions and checklists for part 1 and 2 below. Be sure to complete the Energy Models and Devices Worksheet as you work through both parts of the activity. You will submit your completed worksheet. Review this grading rubric before you begin.
I
Draw Itt

Public Domain
To begin, create designs for your Rube Goldberg device that meet the given criteria and constraints listed below:
• design will show four energy transfers (this means five objects in your device).
• design will minimize energy loss to the surroundings.
Illustrate a design of your Rube Goldberg Device using objects you already have in your home since you will need to build it later. Your illustration/diagram should include the items listed in the checklist below. You may choose to draw it freehand and scan or photograph the drawing for your instructor, or you may use a computer program to digitally create your device. You will add your illustration to your Energy Models and Devices Worksheet.
Checklist
Your diagram should include:
• a written description of how each step works
• labels for the energy transfers in your system by type (potential energy or kinetic energy)
• labels for the energy conversions in your system by form (mechanical, electrical, radiant, sound, thermal, stored mechanical energy, chemical, gravitational, or electric potential energy)
• label any possible energy losses to the surroundings through sound, heat, or radiation
II
It’s time to build your device and then determine if your design needs revisions. You will need to turn in a photograph of your device. With a photograph include a written description of the performance of your device during three testing trials.Your picture or video should include the items listed in the checklist below.
Checklist
Your picture or video should include:
• the same energy transfers and objects in your illustrated design
• labels (or verbal descriptions in video) for the energy conversions in your system by form (mechanical, electrical, radiant, sound, thermal, stored mechanical energy, chemical, gravitational, or electric potential energy)
• labels (or verbal descriptions in video) for any possible energy losses to the surroundings through sound, heat, or radiation
• Grading Rubric
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Criteria Excellent (5 Points)
Design Design meets given criteria and constraints.
Part 1: Section 1 (x 2) Design illustration meets all the requirements of the checklist, including labeling and descriptions.
Part 1: Section 2 (x 2) Answers to analysis questions are accurate and demonstrate excellent critical thinking skills and logical reasoning. Answers include use of details related to device design.
Part 2: Section 1 (x 2) Design image or video meets all the requirements of the checklist, including labeling and descriptions.
Part 2: Section 2 Data collection of performance includes adequate details on results or gains or losses of energy to the surroundings.
Part 2: Section 3 (x 2) Answers to analysis questions are accurate and demonstrate excellent critical thinking skills and logical reasoning. Answers include use of details related to device design. .

Lesson materials:
Energy Models and Devices
Purpose: To create a device that demonstrates the law of conservation of energy
Introduction: In science, it is important to identify the system being investigated in order to observe the flow of energy and matter during chemical and physical changes.
A system is the container or entity of interest in a particular investigation. Examples of systems are an atom, chemical reaction, cell, person, community, ecosystem, planet, solar system, or universe. In physics, a system is often defined as the change of energy being examined. Everything else that is not part of the system being examined is referred to as the surroundings.
There are three types of systems, and they are classified by how they transfer energy and matter.
Isolated SystemClosed SystemOpen System

In an isolated system, neither matter nor energy is permitted to exchange with the surroundings. This means the total amount of energy and matter contained in an isolated system will remain constant, because energy and matter cannot enter or leave.
Our universe is an example of an isolated system. Scientists theorize that the total amount of matter and energy remains constant within the universe and cannot be exchanged with any surroundings.
There are not many examples of true isolated systems, because it can be difficult to completely block the exchange of energy between a system and its surroundings, but some systems come closer than others. Using insulated containers, such as coolers and foam cups, helps to minimize the amount of heat flow between the system and its surroundings.
There are three types of systems, and they are classified by how they transfer energy and matter.
Isolated SystemClosed SystemOpen System

In a closed system, energy can enter or leave the system, but matter cannot.
Earth is an example of a closed system. The outer edge of the atmosphere acts as a boundary between the system, Earth, and its surroundings. Matter does not ordinarily enter or leave the system, except for the occasional meteorite or space shuttle, but energy is freely transferred between Earth and its surroundings.
Flasks and beakers are used to contain matter but allow energy to be exchanged. Light and heat can pass through the glass in either direction, making a sealed glass container another example of a closed system.
Isolated SystemClosed SystemOpen System

In an open system, both matter and energy are exchanged freely between the system and the surroundings.
Your body is an example of an open system. Matter and energy both enter and leave your body throughout the day. These exchanges are important to keep your body functioning properly.
Matter and energy can be exchanged freely between a system and the surrounding in other ways as well. For example, when water is heated in an open container, the steam escapes to the surrounding air as heat flows out of the container.

Energy Transformations
Energy is constantly changing form. For instance, when you start a car, the chemical energy in the gas is transformed into mechanical energy, allowing the motor gears to run. As the gears turn, the energy is transformed into thermal energy and released as heat into the surroundings. The particles that absorb the heat convert this heat to kinetic energy. Once there is no more chemical energy (gas) to transform, your car will no longer run.
Let’s explore some other examples of energy transformations.
Flip Card—Text Version
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Select each card to flip it over and see an example of the energy transformation.
Radiant → Chemical
Radiant energy from the sun is transformed into chemical energy in the tree when it produces fruit.
Chemical → Mechanical
When the sandwich is eaten, the chemical energy in the sandwich is transformed into mechanical energy so the girl can run and play.
Chemical → Sound
Chemical energy in the battery is transformed into sound energy when you are using your electronic devices.
Electrical → Thermal
Electrical energy in the outlet is transformed into thermal energy when you turn on your stove.
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Show Interactive
As energy transforms from one form to another, the total energy in an isolated, closed, or open system is neither created nor destroyed. This conservation of energy can be modeled using a Rube Goldberg device. Complete the Rube Goldberg activity below to observe the energy conversions between objects. Answer the reflection questions

RUBE GOLDBERG MACHINE
You have learned that energy is neither created nor destroyed: it is transferred from one object to another. Your goal in the lab activity is to make the necessary adjustments so the Rube Goldberg device will function properly. This machine is designed to pull down the window shade. Can you make the necessary adjustments to the objects within the device to get the window shade down? As you make these adjustments, notice the path of energy transfer throughout the device. Rube Goldberg devices are great examples of energy conversions; let’s get started!
Begin
Show Text Version
Reflection Questions
1. List three examples of where potential energy is transformed to kinetic energy in the Rube Goldberg Machine simulation.
Answer
o Example 1: The ball has potential energy when it sits on the shelf that transforms to kinetic energy when it falls into the funnel.
o Example 2: The 5-lb weight has potential energy when it is attached to the string that transforms to kinetic energy when the string is cut, and it falls to the ground.
o Example 3: The book on the shelf has potential energy that transforms to kinetic energy when it falls to the ground.
2. List three examples of energy conversions represented in this Rube Goldberg device? Explain any energy transfer at the particle level.
Answer
o Gravitational energy (potential energy due to position) converts to mechanical energy (the kinetic energy due to motion) when the ball falls into the funnel and makes the pulley system move.
o Stored mechanical energy (potential energy stored in objects by the application of force) converts to mechanical energy (kinetic energy when objects move from one place to another) when the ball shoots from the slingshot into the books.
o Gravitational energy (potential energy due to position) converts to mechanical energy (kinetic energy when objects move from one place to another) when the book falls into the bucket and makes the pulley system bring the shade up.
o In this simulation, it is hard to see the energy transfers at the particle level. But imagine if this took place in a real-world setting. One thing you will hear is sound as the ball from the slingshot collides into the books. This sound is caused from some energy not being conserved as kinetic energy from the ball turns transfers into the energy of the moving book. Some of that energy is transferred into particles that collide and make sound. The same can be said if something was to get warmer as friction would cause particles to vibrate more and heat up.
3. What type of system does this Rube Goldberg device represent?
Answer
This Rube Goldberg device represents a closed system. In order for it to work, the objects used (matter) can not leave the system, but small amounts of energy could be lost to the surroundings as heat, due to the mechanical movements of pulley systems used in the device, or as sound energy as pulley systems, wheels, and falling buckets make sound in response to movement.