For this project, we were asked to create a complicated machine to complete a simple task. This challenge came with some requirements. The contraption had to contain and execute at least 10 steps. The apparatus also needed to have at least 5 simple machines. Simple machines are plain constructions used to create mechanical advantage. Examples of simple machines include pulleys, screws, levers, inclined planes, wheels and axles, wedges. The Rube Goldberg Presentation also had some requirements. We had to identify at least 4 of our multiple energy transfers, calculate the physics required in each step of the machine, have a to-scale blueprint, and a complete construction log. So my team, consisting of myself, Lucy Ostrowski, Peter Nebb, and Sebastian Orellana, took to the challenge.
Here are a couple videos of our Rube Goldberg Machine working. The first one is the regular video, but the second one is shot in slow motion to show you all the little steps in our machine.
The Steps of the Machine
Our Rube Goldberg Machine consists of 10 steps. First, the broomstick hits the dominoes, painted like tombstones. Then, the dominoes topple and hits the small marble into the cup. The weight of the marble weighs down the cup and puts the first pulley into motion, pulling the cup downwards. The cup hits the big marble, and sends it rolling down an inclined plane. The large marble then hits a lever which releases a wood block. The wood block is attached to a pulley, with a weight on the other end. The weight is also tied to a small, axe which moves downward and moves a marble disguised as the playmobile figure's head. The marble then proceeds to roll down a screw. After the marble goes down the screw and goes through a funnel, to slow its speed, then rolls down an inclined plane. The same marble then hits a domino. The second set of dominoes then topple and finally knock over a fake candle into a plastic jack-o-lantern.
Physics Concepts
Here are the physics definition of the physics you would need to know to recreate "Trick or Treat."
Force(F)- Something that causes a change in the motion of an object. The equation is F=ma and the units are Newtons(N).
Distance(d)- The amount of space between two objects. The unit for distance is meters(m).
Time(t)- The length of a pause or duration of or between events. The unit for time is seconds(s).
Toppling- If the center of gravity is above the area of support. Toppling is also measured in Newtons(N).
Mass(m)- The amount of matter in an object. The units for mass are kilograms(kg).
Mechanical Advantage(MA)- how much a force is amplified by using a tool. The equation for the ideal mechanical advantage is d(effort)/d(load). Mechanical advantage has no units.
Potential Energy(PE)(PEg)- The energy possessed by an object when it is not moving. The equation for potential energy due to gravity is PEg=mgh. The unit for potential energy is joules(J).
Kinetic Energy(KE)- The energy possessed by an object when it is moving. The equation for kinetic energy is KE=1/2mv^2. Kinetic energy is also measured in joules(J).
Gravity(g)(ag)- The force emitted by the Earth that pulls objects toward its core. The acceleration due to gravity is 9.8 m/s^2.
Velocity(v)- a measure of speed in which both direction and magnitude are needed to define it. The equation for velocity is v=/\d//\t.
Work(W)- The energy that occurs when a force moves an object. The equation for work is W=Fd. Work is measured in joules(J).
Acceleration(a)- the rate at which an object changes its velocity. The equation for acceleration is a=/\v//\t.
Simple Machine- Plain constructions used to create mechanical advantage.
Inclined Plane- A flat surface that is tilted at an angle.
Pulley- A machine made with a wheel where a pulled rope or chain runs over to change the direction of the pull used for lifting a load.
Lever- A simple machine made with a rigid bar on a fixed point, called a fulcrum, and used to transmit force.
Wedge- A usually triangular shaped object used for splitting, cutting, holding, etc.
Screw- a mechanism that turns rotational motion into linear motion, and torque into linear force.
Force(F)- Something that causes a change in the motion of an object. The equation is F=ma and the units are Newtons(N).
Distance(d)- The amount of space between two objects. The unit for distance is meters(m).
Time(t)- The length of a pause or duration of or between events. The unit for time is seconds(s).
Toppling- If the center of gravity is above the area of support. Toppling is also measured in Newtons(N).
Mass(m)- The amount of matter in an object. The units for mass are kilograms(kg).
Mechanical Advantage(MA)- how much a force is amplified by using a tool. The equation for the ideal mechanical advantage is d(effort)/d(load). Mechanical advantage has no units.
Potential Energy(PE)(PEg)- The energy possessed by an object when it is not moving. The equation for potential energy due to gravity is PEg=mgh. The unit for potential energy is joules(J).
Kinetic Energy(KE)- The energy possessed by an object when it is moving. The equation for kinetic energy is KE=1/2mv^2. Kinetic energy is also measured in joules(J).
Gravity(g)(ag)- The force emitted by the Earth that pulls objects toward its core. The acceleration due to gravity is 9.8 m/s^2.
Velocity(v)- a measure of speed in which both direction and magnitude are needed to define it. The equation for velocity is v=/\d//\t.
Work(W)- The energy that occurs when a force moves an object. The equation for work is W=Fd. Work is measured in joules(J).
Acceleration(a)- the rate at which an object changes its velocity. The equation for acceleration is a=/\v//\t.
Simple Machine- Plain constructions used to create mechanical advantage.
Inclined Plane- A flat surface that is tilted at an angle.
Pulley- A machine made with a wheel where a pulled rope or chain runs over to change the direction of the pull used for lifting a load.
Lever- A simple machine made with a rigid bar on a fixed point, called a fulcrum, and used to transmit force.
Wedge- A usually triangular shaped object used for splitting, cutting, holding, etc.
Screw- a mechanism that turns rotational motion into linear motion, and torque into linear force.
Here is a description of the physics that are required to create the 10 steps in this machine and keep the machine moving.
Here is a day-to-day description of when we put certain parts of the machine on.
We presented our Rube Goldberg machine at San Marin High's "Rube Goldberg Night" on October 3, 2017. Here is the slideshow presentation that we gave the viewers. Note, It doesn't have all the facts because it was partially oral and on the actual machine.
Reflection
Looking back on the project, it was definitely a great learning experience for me. The building portion of the project went well. Most of our group was on task all the time and we were able to get a lot of work done. This part of the project taught me many things. I learned how to use power tools, I learned how to calculate physics from real-world objects, and most of all, I learned how to take a step back and not take control of the group. We delivered the presentation successfully too. The crowd understood what we said and we were able to answer their questions. The machine functioned 100% of the time and impressed the judges and crowd. This part of the project taught me about public speaking and helped me understand professional viewpoints on physics. However, there were definitely a few bumps in the road. After we had completed our machine, we tested it out. It had miraculously worked on the first try! We were overjoyed, but when we came back the next build day, the machine didn't work! We had to change some parts of the machine, and make other parts of the machine more accurate, so they would work closer to 100% of the time. This taught me about improvisation. Another peak was when when we decorated the machine. Things went extremely well there. We were able to put on ghosts, a spider, cobwebs, a bloody knife, etc. onto the machine in a very short amount of time. This let us focus on the machine that had stopped working, again. This part taught me about incorporation. This step required us to incorporate design elements into the actual machine. Another bump in the road occurred after we had decorated. We were all ready to film the machine in action. The first try... it didn't work. "Ok," we thought, "that was just bad luck. After all, it was just working." Then we tried a second time. And a third. The machine just wasn't working! We finally tended to each individual problem and the machine worked! Now we just needed to film it. I got out my phone and started the recording. The machine was working perfectly! The cup hit the second marble, the axe moved the third marble, The third marble made it into the screw, everything went perfectly, BUT THE CANDLE DIDN'T FALL OVER! I literally walked out of the room. Finally, we moved the candle off of the edge a bit more and got the videos. This part taught me about perseverance. There are still things that I think I need to do better though. I feel like I still need to take an even bigger step back. I'm not controlling the group anymore, but I still don't like to be told what to do. I need to work on my cooperation and group work. This Rube Goldberg Machine project definitely taught me many things, and was a great introduction to STEM.
Looking back on the project, it was definitely a great learning experience for me. The building portion of the project went well. Most of our group was on task all the time and we were able to get a lot of work done. This part of the project taught me many things. I learned how to use power tools, I learned how to calculate physics from real-world objects, and most of all, I learned how to take a step back and not take control of the group. We delivered the presentation successfully too. The crowd understood what we said and we were able to answer their questions. The machine functioned 100% of the time and impressed the judges and crowd. This part of the project taught me about public speaking and helped me understand professional viewpoints on physics. However, there were definitely a few bumps in the road. After we had completed our machine, we tested it out. It had miraculously worked on the first try! We were overjoyed, but when we came back the next build day, the machine didn't work! We had to change some parts of the machine, and make other parts of the machine more accurate, so they would work closer to 100% of the time. This taught me about improvisation. Another peak was when when we decorated the machine. Things went extremely well there. We were able to put on ghosts, a spider, cobwebs, a bloody knife, etc. onto the machine in a very short amount of time. This let us focus on the machine that had stopped working, again. This part taught me about incorporation. This step required us to incorporate design elements into the actual machine. Another bump in the road occurred after we had decorated. We were all ready to film the machine in action. The first try... it didn't work. "Ok," we thought, "that was just bad luck. After all, it was just working." Then we tried a second time. And a third. The machine just wasn't working! We finally tended to each individual problem and the machine worked! Now we just needed to film it. I got out my phone and started the recording. The machine was working perfectly! The cup hit the second marble, the axe moved the third marble, The third marble made it into the screw, everything went perfectly, BUT THE CANDLE DIDN'T FALL OVER! I literally walked out of the room. Finally, we moved the candle off of the edge a bit more and got the videos. This part taught me about perseverance. There are still things that I think I need to do better though. I feel like I still need to take an even bigger step back. I'm not controlling the group anymore, but I still don't like to be told what to do. I need to work on my cooperation and group work. This Rube Goldberg Machine project definitely taught me many things, and was a great introduction to STEM.