Nature of Technology
Estimated Time: 18 to 22 Days
Embedded Files
- Planning Sheet
- Even though other standards may be evident, CBE Standards have been set for this unit. Instructor may add more or eliminate depending on their teaching style of the unit.
- **** If the final product is donated to a Child Care Program or a Pre-K Program this unit could serve as the Service Learning Project for the students
- Entry Events For Nature of Technology
Entry Event (Day 1)
Entry Event (Day 1)
Teacher Resources:
Rube Goldberg Project Presentation - Review Project details with students as a whole or create flipped video for self guided learning.
Student Facing Resources:
- Tom & Jerry Rube Goldberg - Allow students 15-20 mins to explore and play.
- Handout 1 - Without any guidance
- Handout 2 - Second attempt, walking through it together.
- Provides pre-assessment to the design process and provides an example of the work ethic by the students.
- Day 1 Assignment: Each student should bring in on recycled material that could be used for a Rube Goldberg Machine. (Teacher Option): Whoever brings at least ONE GOOD Item in, gets to pick their team member.
Step 2 (2-3 Days)
Step 2 (2-3 Days)
Teacher Resources:
- Recommended:
- Utilize a rotation model where the teacher has 2 groups at a time and checks in on the workflow chart and Activity.
- End of Day 3 / Gallery walk with students explaining what key research information they obtained to construct a Rube Goldberg Machine
- 2012 Largest RGB - Purdue University
Student Facing Resources
- Rube Goldberg Research Activity - Each Team will be responsible to complete the research activity.
- Student Workflow & Responsibility Chart
Anyone who finishes early, get them started on Google Sketchup, they are going to need the skill later on.
Possible Performance Standards Evaluated
- 1B Engage in positive, safe, legal and ethical behaviors when using technology, including social interactions online, intellectual property, or when using networked devices. (Computer Research
- 3C Skilled at interacting with others; they are active listeners and speak clearly and with purpose. . (Delegation of workflow chart)
TE.FOT.03.02: Analyze and apply the process for protecting intellectual property.
Step 3 (1 Day)
Step 3 (1 Day)
Teacher Resources:
Design Process Slides (Develop your own PearDeck)
Design Process PearDeck (extension or review if needed)
- If you have not yet covered the 8 step engineering design process, then review this PearDeck with your students.
- If you need to review the steps with your students then review this presentation
- If you already covered the engineering design process simply skip to the next day.
Student Facing Resources:
- Design Process Slides
- Assign to any student who wants to use it as a resource
- Short and Easy Design Process Video
Step 4 (1-2 Days)
Step 4 (1-2 Days)
Teacher Resources:
Engineering Design Process
- Utilize a rotation model where the teacher has 2 groups at a time and checks in on the Design Process worksheet and begins to help the students focus on what task their end product to perform.
- All students should now have an idea and they will work through the design process individually. (This will create more ideas!!!)
- Collaboration among group members will occur at step 6, select an approach.
- Once two team members are complete, they of course can share ideas and begin to come up with a collaborative solution.
Student Facing Resources:
If completed early, students could move on to putting their design onto Google Sketchup. For new students, try out some tutorials
Possible Performance Standards Evaluated
- 4A Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems. (Completion of the Design Process Worksheet)
- 4B Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems. (Brainstorming and design of small prototypes with material such as paper or straws)
- 5B Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. (Development of a collaborative solution of the device)
Step 5 (2 Days)
Step 5 (2 Days)
Teacher Resources:
Intro to SketchUp - used for final design choice
*** Teachers should send up their Blend-space for 3D Printing: High School- 3D Printing Blendspace
Entry Event: Final Rube Goldberg SketchUp Video
- Teachers can view the provided videos and tutorials to become familiar with the software
- SketchUp online runs through Google Drive and will work on Chromebooks.
- Possible Setup:
- Day 1 each team member attempts to create their final SketchUp Design
- Day 2 - 1/2 way though the team decides who design is best and as a team works on at particular design.
Student Facing Resources:
- Online Sketchup
- New to sketchup!! You should try out a few tutorials first
Possible Performance Standards Evaluated
- 1B Engage in positive, safe, legal and ethical behaviors when using technology, including social interactions online, intellectual property, or when using networked devices. (Proper use of tech tools when utilizing sketchup)
- 3B Communicate complex ideas clearly and effectively, including the use of a variety of digital objects such as visualizations, models or simulations that are original (Design & Presentation of Rube Goldberg in Sketchup)
- 5C Demonstrates the ability to handle challenges and adversity by being persistence and utilizing Growth Mindset, the Power of Yet, and Grit.
- (Student is able to utilize online tutorials to learn and grow using Google Sketchup)
- 6A Demonstrate that actions and attitudes can have on productivity, morale, and school or workplace culture. (Students ability to complete tasks in the student workflow chart and contribute to the team)
Step 6 (1 Day)
Step 6 (1 Day)
Teacher Resources
- Utilize a rotation model where the teacher has 2 groups at a time and checks in on the proposal. It is important to check and evaluate the team workflow. May be a good time to check back in with them on their Workflow & Responsibility Chart
- Make sure their product is going to hit all the minimum criteria.
- 3D printing Q&A Presentation
- 3D Printing Anticipation Guide
- worksheet for presentation
- Socrative Quiz- “SOC-22457833”
Student Facing Resources
- Design proposal - You must submit digitally and include both hand drawn and Google Sketchup Drawings.
- An engineer and designer could begin to brainstorm on their idea for the 3D printed component of their device.
Step 7 (2 to 3 Days)
Step 7 (2 to 3 Days)
Intro to TinkerCad - Used for 3D Printing component
- Teachers can view the provided videos and tutorials to become familiar with the software
- ONLY ONE part/group will be printed even though every student must design one.
- Teachers can assign introduction tutorials to students in order for them to learn the software
- TinkerCad is web based and will work on Chromebooks
Student Resources:
- videos and tutorials
- 3D Printing Rube Goldberg Design Student Guide
- Files should be exported as STL for 3D printing
- When using Tinkercad, be sure students “Sign in” by clicking “Sign in”> “More Providers”>”Sign Up with Google”
Possible Performance Standards Evaluated
- 2B Demonstrate knowledge required to meet industry standards or certification where applicable (Completed a 3D Design in Tinker CAD)
- 3C Communicate complex ideas clearly and effectively both verbally and written including the use of a variety of digital objects such as visualizations, models or simulations (Develop and effective Design Portfolio with digital and hand drawn models)
Step 8 (4 to 5 Days)
Step 8 (4 to 5 Days)
Work in Groups to Construct and Test Rube Goldberg Device
- Building the Rube Goldberg machine will take several days due to troubleshooting and trial and error
- Be sure to do journal checks and complete checkpoints during student work days to keep students on track
- Provide a concrete deadline for students to present/run their machines
- Their time machine
- Allow each group time to identify each simple machine and core technology
- Use this scoring guide / Another Example Rubric
Possible Performance Standards Evaluated
- 2A Implement workplace and product safety standards such as OSHA, EPA, ISO, GMP, ServSafe, UL and content related safety requirements (Utilization of tools and equipment when constructing the device)
- 2C Follow correct procedures for use of tools, technology, and equipment and follows the correct maintenance protocol
- 3C Skilled at interacting with others; they are active listeners and speak clearly and with purpose. (Teamwork on the construction of the project and solving problem when the develop)
TE.FOT.03.01: Collaborate with subject matter experts to develop solutions to problems.
Step 9 (2 Days)
Step 9 (2 Days)
Final Video Proposal
Students will create, edit and submit a promotional video for their Rube Goldberg device.
- Students will edit the videos using WeVideo
- WeVideo Tutorials
Student Resources
- 4C Develop, test and refine solutions as part of a cyclical design process (Utilized effective technology tools to manage and develop a professional presentation).
- 5B Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. (Working Machine that met criteria and constraints)
TE.FOT.01.01: Assess factors that shape the design of and demand for various technologies.
TE.FOT.01.02: Demonstrate how research and development is a specific problem-solving approach that is used intensively in business and industry to prepare devices and systems for the marketplace.
TE.FOT.02.02: Design and create a complex system.
TE.FOT.02.01: Diagnose a system that is malfunctioning and use tools, materials, machines, and knowledge to repair it.
School-wide vote on videos - teacher created form to collect voting results.
School-wide vote on videos - teacher created form to collect voting results.
- Have students and teachers vote using a Google Form
- Have some sort of prize or incentive for the winner
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