Rube-Goldberg Machine Challenge (Energy, Forces, and Motion)

Rated 4.88 out of 5, based on 8 reviews

4.9 (8 ratings)

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Red Gorilla Classroom

34 Followers

Grade Levels

5th - 10th

Subjects

Science, Physics, General Science

Resource Type

Projects, Activities, Graphic Organizers

Standards

NGSSMS-ETS1-2

NGSSMS-PS3-4

NGSSMS-ETS1-1

NGSSMS-PS3-5

NGSSMS-PS3-1

Formats Included

Google Slides™

Pages

12 pages

$5.95

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Red Gorilla Classroom

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Description

Standards

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Reviews

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Description

Transfer of energy, Kinetic energy, potential energy, force pairs....these are all part of the learning that takes place in creating a Rube-Goldberg Machine. This challenge really helps the science of energy come alive. Utilizing common things found around a house, students can let their creativity explore how to build a machine that harnesses potential energy and demonstrates in real life that energy is neither created or destroyed....just transferred. Your students will love this challenge!

-Highly engaging

-Easily adaptable to both in person and online learning

-Everything your students need can be found at home.

-Clear directions

-Video examples

-100% Editable

-Suggested point values included.

***Leave a quick review of this product and I will send you "Body Starters" completely free of charge. You can check out that product on my Red Gorilla Classroom page here in TPT.

Link: https://www.teacherspayteachers.com/Store/Red-Gorilla-Classroom

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Total Pages

12 pages

Answer Key

N/A

Teaching Duration

1 Week

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Standards

to see state-specific standards (only available in the US).

NGSSMS-ETS1-2

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

NGSSMS-PS3-4

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added. Assessment does not include calculating the total amount of thermal energy transferred.

NGSSMS-ETS1-1

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

NGSSMS-PS3-5

Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object. Assessment does not include calculations of energy.

NGSSMS-PS3-1

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a wiffle ball versus a tennis ball.

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