Transcript Rube Goldberg Simulation - University of Dayton : Homepages

Rube Goldberg
Simulation
8th grade Physical Science
Northmont Middle School
Michele Seitz
Introduction To Simulation
 Culmination to simple machines unit
 www.rubegoldberg.com see what it’s all
about
 Pick reliable partners for machine build
 Pick simple task for machine to perform
 Get sketch approved-Microsoft Paint
 Build machine, journaling throughout-Word
 Create brochure using Microsoft Publisher to
try to “sell” your machine to peers
Student Roles
• Rube Goldberg inventors
• Trial and error-students build simple
machines and try to get them to work
as a unit to perform final task
• Challenging-students must meet
conditions-rubric #1, Students are
finding a difficult way to perform an
easy task
Technology
• Internet-The student will explore
websites for design/machine ideas
• Microsoft paint- The student will sketch
their ideas for approval before
beginning.
• Scanner-The students will need to scan
pictures into their brochure
•Microsoft Excel/Word-The student
will need to keep a journal of their
progress, including dates of every
meeting, attendance, progress or no
progress made and pictures of the
machine at that point.
•Microsoft Publisher-The student will
create a brochure to try to sell their
machine
Learning Outcome
1
Curriculum
Standards and
Technology
Standards
(8TH GRADE)
TSWBAT
The student will be able to identify different simple
machines and their uses. (Application)
Curriculum content
standard
TSWBAT
Design and build a product or create a solution to a
problem given more than two constraints. (Synthesis)
Science academic
content standards
TSWBAT
Evaluate the overall effectiveness of a product design
or solution. (Evaluation)
Science academic
content standard
TSWBAT
Design collaborative interactive activities or projects.
(Synthesis)
Academic
Technology content
standards
2
3
4
5
TSWBAT
Disseminate results obtained through collaborative
research projects to a larger audience. (Sharing
information thus far with class periodically)
(Evaluation)
Academic
Technology content
standards
TSWBAT
Demonstrate how to use copyright issues when
creating a new product. (The student may get overall
ideas from Rube Goldberg websites but not copy
projects) (Application)
Academic
Technology content
standards
TSWBAT
Identify how modeling, testing, evaluating and
modifying are used to transform ideas in practical
solutions. (Evaluation)
Academic
Technology content
standards
Invent a tool to solve a problem. (Synthesis)
Academic
Technology content
standards
Explain the factors that influence message and design
Academic
Technology content
standards
6
7
8
TSWBAT
9
TSWBAT
10
Create a brochure using Microsoft Publisher making sure to utilize correct
mechanics, content, and creativity
TSWBAT
11
Write in direct response to that prompt demonstrating knowledge of
grammar, mechanics, and usage, as evidenced in part by the capacity to:
follow conventions of punctuation and capitalization, spell words
correctly, maintain subject/verb agreement, choose and use clear language,
use standard forms of verbs and nouns, and demonstrate the use of
appropriate and varied adjectives (journaling)
TSWBAT
Varied Learning styles this simulation hits:
Kinesthetic-building of project
Visual-paint to sketch, Microsoft Publisher
design
Audio-conversing with peers
Intrapersonal-working cooperatively in
a group
Mathematical-shape and design of
project
Cultural diversity-students will be able
to do this project without spending
money, if the student can’t provide
transportation to meet with partners
he/she may work alone, passes for MC
Classroom Management
• Attentiveness and politeness as
students demonstrate
• Effectively dealing with members of a
group who are not participating in
building of machine
• Respect while passing around brochures
Rubrics
• Rubric #1: Machine and demonstration
• Rubric #2: Journal
• Rubric #3: Brochure
Debriefing as a Class
How does performing the task with the
machine compare to performing the task
without the machine?
How would you evaluate the overall
effectiveness of the machine?
What constraint changes would you make and
why?
How has the building of this machine affected
the thinking of your everyday tasks? the
opinion of Rube Goldberg? your
understanding of simple machines?
Debriefing Continued
How has the building of this
machine affected the thinking of
your everyday tasks? the opinion of
Rube Goldberg? your
understanding of simple machines?
How did it make you feel when an
idea did not work?