Alaska State Science Frameworks:
     1. Forces affect motion in a variety of ways.
     2. The use of energy and its products affect the lives of all peoples of the world.
     3. Energy transformations occur at both micro- and macro levels.

Joke of the Day: Why do gorillas have large nostrils? (because they have big fingers)

Background: Prior the Assignment of the Rube Goldberg Project students will have completed physics unit. The unit covers NSTA Science Standards and specifically the 7th grade Anchorage School District Science Frameworks for physics, including the topics of energy, simple machines, forces, waves, vectors, Newton's Laws, and mechanical advantage.

Objectives:

• Inquiry and Problem Solving: Students will apply inquiry and problem solving approaches in science. Students will be able to design a device (invention) that solves a special problem.
  
  
• Communication: Students will communicate effectively in the application of science. Students will be able to:
  • defend problem-solving strategies and solutions
  • evaluate individual and group communication for clarity, and work to improve communication
  • identify and perform roles necessary to accomplish group tasks
    
    
• Motion: Students will understand the motion of objects and how forces can change motion. Students will be able to describe and quantify the ways machines can provide mechanical advantages in producing motion.
  
  
• Stylistic and Rhetorical Aspects of Writing and Speaking: Students will be able to write and deliver oral presentations that achieve distinct purposes (e.g., to summarize, to narrate, to inform, to explain)
  

Materials:

         Rube Goldberg Project handout, scrap and poster paper, markers, overheads of simple machines and Rube Goldberg cartoons

Lesson Development:

1. Review the six simple machines with students. Use overheads to reinforce the look and uses of the simple machines.

2. Students are gathered around and directed to look at Mousetrap Game. Teacher spins yarn about catching mice in the classroom. Through discussion students identify all the simple machines in the game. Presentation by overhead of Rube Goldberg's cartoons.

3. Students break into teams of two and are provided with Rube Goldberg Project handout. The handout outlines the problem, rules & limitations, procedure, daily work record, and extra credit.

4. Students are reminded to consider the following:

• Describe the type of potential energy.
• What force is involved in the change?
• Does the machine continue? Does it slow down?
• Is energy lost? How? Where?
• What force caused this?
• Could it be made without losing energy? How? Why/why not?

• Day 1 - (in class) Brainstorm a list of simple tasks and choose one task for your contraption to perform.
• Day 2 - (in class) students sketch a contraption labeling all simple machines. Teacher circulates, examining and approving sketches. After approval, students write their description of the sequence of events.
• Day 3-5 - (homework) students draw a Rube Goldberg style cartoon of their contraption including the written description. Note: in class students will be covering further physics topics.
• Day 6 - (in class) students present their contraption and explain the operation.