| Unit Overview | CELs | Factors of Scientific Literacy | Foundational Objectives | Sample Lesson | Sample Mini Lesson |
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Students are involved in the design and construction of a mechanical device called a "Rube Goldberg," aptly named after the late cartoonist whose illustrations showed a variety of humorous mechanical inventions which took a simple problem and made it seemingly as complex as possible.
For example, Rube Goldberg once sketched his version of what might appear to some to be the perfect alarm clock for the technological age. When the sun comes up and shines through a window, light is focused by a magnifying glass onto a string. The string breaks, causing a sand bag to drop into a large water ladle. The ladle then pivots, causing a gate to open. The open gate allows a heavy bowling ball to roll down a chute. The end of the bed is attached to the moving ball, through an ingenious arrangement of pulleys and ropes. This mechanism then lifts the bed into a vertical position, dropping the sleeping person right into their shoes, which just happen to be positioned at the appropriate location on the floor.
The beauty of this alarm clock is that once it goes off one can not try to sneak a few more winks, because the bed has been raised into a vertical position and there is no longer any place to lie down! Simple, isn't it! Any similar type of device, which acts as a social satire of the increasingly important role of technology, is now fondly regarded as a "Rube Goldberg," in honour of this brilliant satirist.
Students who have visited the West Edmonton Mall may have seen some "perpetual motion kinetic sculptures" which the mall owns and has on display. These are similar to what will be produced in this project.
In this project students will be creating a "Rube" which uses metal ball bearings that roll down a track. The track has to be designed so that special events are allowed to occur on it, such as a complete change in the direction of motion of the ball, a full loop-the-loop, a free-fall drop of at least 2 cm, and so on. These requirements are described to the students when the project is outlined in the first lesson. The "Rube" must allow the ball bearing to "recycle" itself back to the top of the track. This requires that some mechanical arrangement of motors, pulleys, gears, or cables catch the ball bearing at the bottom of the track and move it back to the top.
An activity-based learning approach is emphasized in the unit. The main assessment instruments used include: anecdotal records, contracts, observation checklists, rating scales, written reports, and projects. The main project, building the "Rube Goldberg," is divided into a number of smaller projects along the way. This enables students to have regular feedback on their progress throughout the activity.
A wide variety of key instructional strategies are used throughout the unit. Some of these include: demonstrations, student-centred discussions, group work, independent study, laboratory activities, and Science Challenge. These strategies are structured so that students receive only as much necessary information as they need through each phase of the project. They then have to take that information and apply it in solving the overall problem.
The unit develops the Common Essential Learnings of Critical and Creative Thinking, Technological Literacy, and Independent Learning. All of the other Common Essential Learnings may be addressed as well, but the emphasis is on the three listed.
Students will be assigned into groups of four per group. The grouping arrangements will be designated, depending on the dynamics of the particular class. Students who work well together, and who might be expected to help one another learn, would be grouped together. It might not be useful to consider grouping according to academic ability, because of the nature of the assignment. One may discover, for instance, that a student who is not ordinarily considered to be academically gifted may turn out to be a very important contributor to the group because of some other skills, such as the ability to build and assemble things. This illustrates the need to use a variety of instructional approaches in teaching, so that students have a number of ways in which they can express their particular abilities. Students who do not excel in paper-and- pencil "activities" may have other ways in which they can make important contributions within a cooperative learning environment.
In the first lesson the teacher provides students with an understanding of what they will be learning, as well as a description of the task itself. Worksheet #1 is used. It describes the compulsory and optional components that the project must include. In addition to defining the task, the worksheet enables students to develop a contract for their design proposal, which follows in the second lesson. Thus, students will have a clear understanding of how they will be evaluated early in the unit.
If students have not yet been assigned into groups, during the first lesson would be the time to do so. Expectations for the project should be made clear. Students need to be made aware of the fact that when they are working in a group, they have certain responsibilities to other members of the group. Each person in the group has special talents which should be used in the project. It is also important to stress that females and males should be given equal opportunities to participate throughout the project. The end result of the group activity should be such that the group would produce something which is superior to what could have been produced by any of its members working alone. In the group experience, every student can share in opportunities to help others in the group. Learning becomes a cooperative endeavour.
In the second lesson students submit their preliminary design proposals. The outcome of this would be a written report which includes several different components. In preparing the proposal, the group would have to decide what types of materials they will be using in their projects and what special tools they would need. A stipulation could be placed on this, so that only inexpensive, readily available materials and tools may be used. As much of the material as possible should be items which are reused. Weekend garage sales might provide an excellent opportunity for students to scrounge around for things that could be used in their projects, such as copper wire, used appliances that could be stripped for electric motors, old garden hoses, coat hangers, Christmas tree lights, and so on.
In the second lesson, a tentative, detailed schematic drawing would also be assigned. This drawing should illustrate the preliminary design of the finished product. The drawing is intended to provide only a first approximation of what the finished product might look like. As students work on their projects, they might soon discover some flaws in their preliminary design considerations. Modifications in the design would have to be made. Students may also think of different things to add during the project.
After these two preliminary lessons, students actually begin working on their projects. The teacher's role is that of a learning facilitator, offering encouragement and advice as necessary. Occasionally the teacher might wish to make some suggestions to the students on how they might be able to modify certain components of their "Rubes," in order to improve them. To develop Critical and Creative Thinking though, students should be given as many opportunities as possible to explore the project on their own, unless frustration or boredom appear to be setting in.
At various times throughout the unit, the teacher may wish to present a more formal mini-lesson, to develop a skill or explain an important concept. For example, a mini-lesson might be provided to show students how to use a soldering iron correctly. Another might provide some of the background theory in how an electromagnet works, or how they could use a rocker switch in an electric circuit.
The following section provides more details regarding the concepts developed in the unit. Sample worksheets and an example of the requirements of the project are also provided. An example of a mini-lesson used throughout the unit is shown. A few suggested assessment instruments are also provided to serve as examples of some of the ways in which students can be assessed throughout the unit.
One special feature of this unit is the use of cross-grouping. As students develop their design proposals, they have one representative of their group make a formal presentation to a "patent committee" made up of one student from each group and the teacher. The patent committee must approve a particular design so that the group that submitted it then has permission to use it. Presentations made before the patent committee must include a written patent application, an oral proposal, and a background paper outlining the practical and theoretical considerations of the operation of the invention. Once a group has a patent on a particular invention, other groups are prohibited from using it, unless the group that holds the patent is willing to trade that patent to another group for a different patent. If a group shares its patent with another group, then it must share its next patent with a different group. This helps to prevent two groups from conspiring to outdo the others.
The patent committee members alternate occasionally, to allow everyone from each group to participate. The patent committee members are able to examine other projects to ensure that no existing patents have been violated. This helps to prevent one group from copying ideas from another group. It also allows for written work to continue throughout the project. The patent committee can also scrutinize patent proposals to ensure that the inventions are safe, and that they are not ones which already have a patent on them. Only inventions can be patented. Concepts and some ideas remain in the public domain. In case of disputes, the teacher or one delegate acts as a patent lawyer, offering a "legal opinion" on the matter.
Occasionally, oral presentations can be given about approved patents to the entire class by the members of the patent committee. These reports allows the entire class to participate in an "invention convention."
Once the Rubes have been completed, each group might present an oral presentation to the rest of the class, showing how it works and explaining some of the physics concepts behind it. Each student in the group could be required to submit a written report as well at this time. At other times throughout the project, both group and individual evaluations could be used, to alleviate any potential concerns about some students who might not be participating fully in the group process.
Students need to be able to apply some fairly advanced concepts in physics to be able to make their Rubes function properly. The approach to teaching kinematics and dynamics, and electricity is non-traditional. For example, if students need to be able to connect their electric motors properly, they learn about electric circuits -- not in some theoretical void -- but because they need to know how to do it to make their projects work properly. This unit has been designed using an STSE approach to science education. It is a highly motivational way to learn concepts and skills pertaining to physics.
| CELs | Factors of Scientific Literacy | Foundational Objectives | Sample Lesson | Sample Mini Lesson |
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Broad topic coverage throughout this project will include development of:
| Core Unit I | ||
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| C. | Distance and Displacement | |
| D. | Speed and Velocity | |
| E. | Acceleration | |
| F. | Newton's Laws of Motion | |
| Core Unit II | ||
| A. | Work | |
| B. | Power | |
| C. | Kinetic Energy | |
| D. | Gravitational Potential Energy | |
| Core Unit III | ||
| C. | Electric Circuits | |
| Optional Unit VII | ||
| B. | Electromagnetism | |
| C. | The Motor Principle | |
| Unit Overview | Factors of Scientific Literacy | Foundational Objectives | Sample Lesson | Sample Mini Lesson |
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To promote both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts. (CCT)
To develop a contemporary view of technology. (TL)
To support the development of a positive disposition to life-long learning. (IL)
| Unit Overview | CELs | Foundational Objectives | Sample Lesson | Sample Mini Lesson |
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| Unit Overview | CELs | Factors of Scientific Literacy | Sample Lesson | Sample Mini Lesson |
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These Foundational Objectives and Learning Outcomes are some of the main ones covered in this model unit. Other Learning Outcomes may also be developed, depending on how the projects are undertaken by each group. Foundational Objectives are identified in bold face type.
Demonstrate an understanding of the importance of using a systematic, organized, logical, and structured approach towards solving any type of problem in physics.
| Unit Overview | CELs | Factors of Scientific Literacy | Foundational Objectives | Sample Mini Lesson |
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This lesson describes the project. Groupings are assigned, if necessary. Contracts are prepared. Compulsory and optional components of the projects are outlined. The patent application process is also described. Students are given an example of the patent application forms to be used throughout the project. The activity sheets for lesson 1 may be distributed to students.
To describe what a "Rube Goldberg" is, teachers could obtain a collection of Rube Goldberg cartoons through inter-library loan, and show them to the students.
The worksheet entitled Grouping Arrangement can be used to assign designated working groups. Four students per group is recommended. The two worksheets entitled Patent Application Form are used when groups submit inventions to the patent committee for approval. The second page of the form can be photocopied on the back of the first page to produce a one page form.
The sample evaluation forms, shown at the end of the sample unit, could also be discussed with the students. There should be a clear understanding of what assessment instruments will be used and how the students will be evaluated during this section of the course.
Who "owns" the completed projects? Discuss this with the class initially and come to some agreement with the students about this. Outstanding projects could be kept in the school. Completed projects will either have to be "shared" among the group members, or dismantled and discarded. It would be a shame to have to dismantle some of the better projects. A "perpetual motion kinetic sculpture" can be worth thousands of dollars to a collector. Some art boutiques may be interested in displaying and selling these works of art.
Working in groups of 4, you will be designing and building a "Rube Goldberg." The project must include several compulsory design elements. Other optional design elements may also be included.
Build a mechanical device which raises several metal ball bearings a vertical height of at least one metre. Once the metal balls have been raised vertically, they are to be released such that they travel along a track and eventually end up at the same position where they are raised again vertically. As the ball bearings roll down the track, several interesting things should happen to them. The entire device must be transportable, and operated both electrically and mechanically.
Compulsory design elements
An electric motor must be used to raise the ball bearings vertically. A system of gears or pulleys which provide a mechanical advantage must be used in lifting the ball. While the ball bearing is travelling down the track, it must:
Optional design elements
Some suggestions include:
Once students have an understanding of the project, each group should consider preliminary design plans for what they anticipate their completed project might look like. The worksheet entitled Project Design Proposal can be used for this purpose. The design proposal should include a sketch of their project, showing the completely assembled unit. Detailed sketches should be shown of the motor and lifting mechanism used to raise the ball bearings, and any special features that will be designed into the track. As soon as the group has worked out their preliminary design considerations for their project on the Project Design Proposal worksheet, they should obtain some copies of the Patent Application Form and submit patents on any inventions that they have come up with.
The Project Design Proposal should identify any materials and tools that the students will require. The teacher should examine these lists carefully to ensure that students are meeting the requirement of using only inexpensive, readily available materials. Some power tools may be required, such as an electric soldering iron, a portable electric drill, and so on. This should be monitored very closely to ensure that no tools that are potentially unsafe are used. If students bring tools from home, they must be inspected before use. Mini-lessons might have to be used to demonstrate the correct use of these tools. Safety considerations must be observed very closely while students are building their projects.
Students should be aware that the patent is awarded to whichever group first makes a successful patent application, regardless of who thought of the idea. Occasionally an inventor who has not filed for patent protection of their invention has lost the opportunity to do so once someone else has caught on to the idea and filed a successful patent application.
The patent committee will have to resolve any disputed patent claims. If the committee is unable to reach a consensus on a patent dispute, then the committee can decide to settle the matter through mediation. The teacher, who serves as a standing member on the patent committee, can act as the mediator.
Sample assessment instruments for use throughout the project are provided at the end of this sample unit. Note that a wide variety of assessment strategies are used. Other templates and a descrip- tion of how they can be used to prepare assessment instruments are found in Science Program Overview and Connections K-12.
Once the design phase has been completed, the groups begin working on their projects. The patent committee meets regularly, to accept new patent applications as they come in. Initially, the patent committee should review all of the project design proposals and their accompanying Patent Application Forms. Page 2 of the Project Design Proposal, outlining the diagram of the motor and lifting mechanisms, should be scrutinized closely. If the patent committee notices any problems with the proposal, or any special safety considerations, the design may have to be modified. The member on the patent committee from that group would inform the other members of the group what changes would have to be made to the mechanism. The groups may think of new and better ideas to include in their projects, so modifications to the project design proposals could be made. The Project Design Proposal forms used in Lesson 2 would have to be revised and reviewed, particularly if any new tools or materials are needed.
Occasionally a group may patent an outstanding idea. The patent committee may recommend that the group prepare an oral presentation about the invention for the entire class. Once the group has built the device, the class holds an "invention convention." Patents of special merit are described in detail. The student oral presentations should include any theoretical background information that helps to describe the invention.
The completed Rubes could be spray painted and decorated to make them even more interesting. The projects could be displayed throughout the school if display areas are available. During parent-teacher interviews, open house, or special functions, the projects could also be displayed.
| Unit Overview | CELs | Factors of Scientific Literacy | Foundational Objectives | Sample Lesson |
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Description
In this mini-lesson, the teacher has prepared a sample electric circuit project to show one way in which one of the compulsory design elements can be incorporated into the project. (The design is patented by completing a Patent Application Form. Students can get some ideas from this activity, but they can not use exactly the same ideas in their projects. Modifications of the idea would have to be reviewed by the patent committee to see if enough changes have been made to grant separate patents.)
Distribute the worksheet entitled "Getting on the Right Track," and the materials that students will need to build the section of track and the accompanying circuit.
Have the students work in their groups to assemble the track and circuit.
Once the track is assembled, have students make the variations suggested on the worksheet in the For Further Investigation section. Follow up with a discussion, and with an "Invention Convention" for groups to make brief presentations to the rest of the class, explaining what new patents they were able to prepare. The patent committee should meet to review any new Patent Application Forms while other members of the group are involved in cleaning up and putting the materials away.
Worksheet
The diagram below shows an electric circuit. The dark lines represent the "hot" section on the track. When the metal ball rolls over this section of track, the electric bell operates.
Using the materials that your group has been given, construct the track and circuit. Roll the ball down the track to see if the circuit operates properly. Try the For Further Investigation questions. (Be prepared to patent any ideas you come up with.)
Show the wiring to the teacher before making the connections to the battery or power supply. Do not touch the "hot" sections of the track once the power source has been connected.