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A Rube Goldberg Machine is a contraption that makes a simple task difficult. For example, in my groups machine, we used a series of inclined ramps, screws, levers, pulleys, and wedges to make the foam ball drop. This marked the start of a new year and went along with our theme of holidays.
In this project, we gathered into groups of four amongst our class. We then worked for three weeks in the makerspace and built our projects. We worked for a total of six weeks throughout the whole process. Three of those weeks were dedicated to the presentation and planning aspect. At the end of the six weeks, we had a presentation night where we shared our machines in front of multiple different judges. The judges consisted of engineers, artists, and other related professions.
Construction Log
The construction log consists of the data from each week. This data tracks what we did on every day up until the presentation night. For example, on August 30th, we brainstormed a theme for our machine. The next day, we made our physical layout design. The next three weeks of the constructing process are shown in this image.
5 Simple Machines
Inclined Ramp:
We used multiple 1 cm/6 cm and 1 cm/8 cm inclined ramps throughout this project in order to keep a steady flow. For example, we used a 1 cm/ 8 cm inclined ramp as our first step. This helped build momentum and trigger the next part of the project.
Lever:
We used a lever to transfer energy from the ball from one side to the other. For example, after rolling down the ramp, the ball went over a lever and transferred it's energy onto the next ramp.
Pulley:
We used a pulley to reverse the direction of our lifting force by pulling down a rope. For example, our ball fell into a box that then triggered the pulley and made another ball roll down a ramp.
Screw:
We used a screw to slow down the movement of the ball. For example, the ball was rolling down a ramp at a velocity of 1.05 m/s and then goes into the screw and comes out at an acceleration of 0.37 m/s.
Wedge:
We used a wedge to contain the ball in a certain area. For example, we held the ball at the top of a ramp with a wedge until the pulley activated it and made it release the ball.
Blueprints
Original Blueprint
Final Blueprint
This is our original blueprint. Every side length of a square represents 2 inches. We planned on having two boards facing each other and being attached at a 90 degree angle. Each of these boards were going to be 2/4 meters. Later, we realized that we needed to make some changes in order for this project to come together.
This is our original blueprint. Every side length of a square represents 2 inches. We planned on having two boards facing each other and being attached at a 90 degree angle. Each of these boards were going to be 2/4 meters. Later, we realized that we needed to make some changes in order for this project to come together.
This is our final blueprint. As you can tell, we changed many things over the course of this project. Some of the big things we changed are the layout and design. Instead of putting two pieces of wood together, we used a 4/4 meter piece of wood. We also added more steps and slightly complicated the design to make it more appealing and eye-catching.
This is our final blueprint. As you can tell, we changed many things over the course of this project. Some of the big things we changed are the layout and design. Instead of putting two pieces of wood together, we used a 4/4 meter piece of wood. We also added more steps and slightly complicated the design to make it more appealing and eye-catching.
Physics Ideas Used in the Rube Goldberg Machine
Velocity (v) - This is the rate of distance covered/traveled in a direction. The unit for velocity is m/s. Example - The ball rolled down the 48 inch ramp at a velocity of 0.81 m/s.
Acceleration (a) - This is the rate of change of velocity when speeding up or slowing down. The unit for acceleration is m/s squared. Example - The ball rolls down the ramp at an acceleration of 0.37 m/s squared.
Force (F) - This is the push or pull on an object that causes a change in motion. The unit for force is N. Example - The ball hit another ball with a force of 0.2 N.
Work (W) - This is the amount of energy put into something. The unit for work is J. Example - The ball hits the eater egg with a work of 0.02 N.
Potential Energy (PE) - This is the energy an object has due to its height or position in a gravitational field. The unit for potential energy is J. Example - The ball has a potential energy of 5.27 J before it goes down the ramp.
Kinetic Energy (KE) - This is energy due to motion. The unit for kinetic energy is J. Example - The ball rolls down the first ramp with a kinetic energy of 10.54 J.
Mechanical Advantage (MA) - This is how much easier a machine makes a task. The unit for mechanical advantage is times easier. Example - The pulley made the task one time easier.
Reflection
Throughout this project, I learned many new things about myself. First of all, I learned that I have ideal communication skills. For example, in week one, my team started to build our machine. Each one of us started to do our own thing until one of my teammates and I decided to plan out the tasks for one another. With a little bit of communication and listening skills, my team was able to divide the work and come to a fair agreement about the future plans. I also learned that I am a critical thinker. This means that I think clearly and rationally and always try to find the most logical and functional solution to problems. One time I was a critical thinker was when one of teammates made a wedge midway through our project. This wedge was failing to work and harming our projects functionality. Instead of continuing to fix the wedge, I came up with a simple solution to this problem that allowed our project to work again. These are some of the things that I learned about myself throughout this project.
I also learned that I need to work on my collaboration skills. For example, on the last building day, my group was working on finishing touches while I was doing the calculations. Instead of staying to myself, I should have worked with a teammate and made the task go by quicker. As a student, I sometimes forget how important teamwork and collaboration is. I want to become a better teammate and partner in general. Another thing I would like to improve on is in becoming a more conscientious learner. I noticed that I can be impulsive at times. For example, one day I came up with this idea and immediately started working only to realize later that the idea was not going to work. I jumped into action too quickly and was left with something that was not functional. Next time, I want to work on being less impulsive and thinking things through. I also want to start asking for others opinions and help from my peers.
Overall, this project was a huge success for me. Not only did I build deeper connections with my teammates, but I also learned a lot about myself. I now understand what I need to improve on and am prepared to be a great teammate and learner throughout the next four years.
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