Rude Goldberg Challenge

Developed by Aaron Carroll

CLASS

6th class (but can be adapted for many class levels)

STRAND

Number

LEARNING OUTCOME LABEL

Measures, Shape & Space

Goals of these activities

It is envisaged that these activities may take place over a series of lessons to allow in-depth exploration of relevant scientific and mathematical ideas.

The children will:

  • Learn what a Rube Goldberg or chain-reaction machine is
  • Examine Rube Goldberg machines and make predictions about what will happen and why.
  • Design simple Rube Goldberg machines using classroom materials (dominos, toy cars etc.)
  • Design and evaluate more complex Rube Goldberg machines to given mathematical or other specifications.

Activity

Key Questions

Introduction

Introduce who Rube Goldberg was using the presentation. Display and discuss some of the photos and videos of Rube Goldberg machines.

Key Questions

  • What do you notice here?
  • What do you think will happen?
  • Why?
Examining some machines in depth

Display the images of Rube Goldberg machines. Have children discuss these in pairs or small groups and then share ideas with the whole class.

Key Questions

  • What do you think will happen?
  • Why?
  • What would happen if…? What will happen next?
  • If you could change one thing, what would it be?
Building your own machine

Make a range of materials available and challenge the children to make their own Rube Goldberg machines in small groups.

Key Questions

  • Why did you decide on these materials?
  • What are you aiming to do?
  • How did you know where to place the …?
  • How might you improve this?
Challenge

Set certain constraints on how the Rube Goldberg machine should be constructed.

  • The machine route must end with a marble dropping into a paper cup (Note: The marble does not necessarily have to take part in any other part of the machine route)
  • The route must be at least 1 metre in length.
  • The route must have at least one turn of over 45 degrees.

Key Questions

  • How do you know that this measures…?
  • Can you estimate how long it is/how long it will take/how big the angle is?
  • How might we measure …?
  • How could we be more precise?
Share your work

Using a ‘gallery walk’ approach, have students move around the classroom to observe each machine in action. Have groups explain what they tried to do and justify the choices they made. Ask the children viewing the machines to share what they link about each machine and any ideas for improvements. .

If possible, take videos of the machines in action and upload them to YouTube following the directions here. Tweet your YouTube link on your school’s twitter and tag @maths4all

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