Rube Goldberg Machine: The Americanator For our Rube Goldberg machine, Ty, Madison, Evan and I built the “America-nator”, the true embodiment of American freedom, culture, and history condensed into one STEM project. We eagerly approached this project by considering the question, ”What is the most complex way we can complete a task using simple machines in the manner of Rube Goldberg?” Throughout the project, we kept this inquiry in mind and tried to answer it to the best of our abilities by using our calculations and final product.
The “America-nator” was carefully handcrafted by our group, complete with Donald Trump decorations and a fully functioning air powered rocket, containing enough patriotism to put the Novato Fourth of July Parade to shame. Over a period of 11 days, our group created a theme, blueprinted our project, and used a variety of tools to make it come to life. Consisting of 12 different, and sometimes satirical steps, our machine was able to complete the somewhat simple task of launching an air powered rocket containing President Trump sky high. Our multiple steps were started off by having George Washington cross the Delaware river, which in turn hit a group of “McDominos” (McDonald’s themed dominos) that pushed a marble down an Uncle Sam themed screw. After that, the marble knocked over a weight that pulled up a bald eagle on a pulley, in turn setting off a lever system disguised as the Golden Gate Bridge. The bridge thus set off a pig that traveled down an inclined plane and turned into bacon, furthermore starting a chain reaction of cars that set off the rocket. The building process was very fun and we learned a lot as a group throughout it, and if you would like to learn more about the build, please read the detailed construction log below: Day 1: On the first day of building, we got our pieces of plywood and started drawing out where everything should sit on the board. Afterwards, we started gathering all of our needed materials including small planks for marble tracks and a pulley. We installed the first piece of wood for “George Washington Crossing the Delaware”. Day 2: On the second day of building, Ty and Evan proceeded with building the McDominoes and the Golden Gate Bridge, while Izagani and Madison worked on the screw portion. Ty and Evan created placement areas for the dominoes and made a general design of the bridge. Izagani and Madison gathered materials for the screw, and talked about how to approach building it. Day 3: On the third day of building, Ty and Evan installed more marble tracks and continued to refine the previous parts built. They also installed the bald eagle pulley. Izagani and Madison settled on building the screw with a funnel and pipes. Madison also painted the bridge its signature international orange color. Day 4: Izagani finished the inner working of the screw by attaching pipes to the funnel. Madison aided Izagani in this process, and also finalized and installed the bridge. Meanwhile, Ty and Evan made the “Pig to Bacon” ramp, finished the bald eagle pulley, and added a wood border to help contain the marble. Day 5: Izagani started making the Uncle Sam hat for the funnel by making the long round part of the hat. Madison, Evan, and Ty started making the race car track. As a whole group, they also figured out where the rocket launcher should sit on the board. Day 6: Izagani finally finished the Uncle Sam screw by cutting out the brim of the hat with the jigsaw and installing the pipe needed to connect the marble to the bald eagle pulley. Madison added multicolored paper on the tracks so the marbles and cars would not fall out. Ty and Evan tried out multiple ways to have the cars stay put on the incline planes. Day 7: Madison started making detailed blueprints of the machine. Evan and Ty went back to the beginning steps of the machine to make sure that they would work consistently. Izagani brought in the rocket the launcher and brainstormed ways to launch it. Day 8: Madison continued working on the blueprint and drew all pieces to scale. Evan and Ty worked on the launching mechanism of the rocket, and settled on completing a circuit. Izagani drew symbols of America to be placed on the machine. Day 9: On the last day of building, Ty and Evan finished the rocket mechanism. Izagani continued and finished the decorating the machine. Madison also finished the blueprint of the machine. |
Vertical Divider
Presentation of MachineOn the night of the presentation, our group used a slideshow as a visual aid to help us present, and we made sure to speak clearly and be engaging. We were judged by many different professionals in STEM fields such as engineers and scientists, which was a great challenge albeit an enjoyable one.
|
Explanation of Physics Found Throughout the Machine
Potential Energy
Throughout the machine, there are many examples of potential energy. We calculated them by finding the product of the mass of object we were looking at times the height at which it started moving times the acceleration due to gravity. The potential energy for these instances is defined as the energy an object has due to it’s position at a height or in a gravitational field. The unit of measurement for potential energy is a Joule, or J.
Force
The concept of force was used throughout the machine. We calculated all examples of force by finding the product of the mass of the object we were looking at times the acceleration of the object. In our context, force is defined as the push or pull on an object. The unit of measurement for force is a Newton, or N.
Acceleration
To calculate our usage of the physics concept of acceleration within the machine, our group divided the change in velocity of our object in question by the change in time in which it moved. In physics, acceleration is defined as the rate of change of velocity. The unit of measurement for acceleration is meters/second^2
Mechanical Advantage
To calculate all examples of mechanical advantage throughout the machine, our group calculated this by the dividing the distance of the effort of the simple machine in question by the distance of the load. For us, mechanical advantage is defined as how much easier a simple machine makes a task. There is no unit of measurement for mechanical advantage.
Kinetic Energy
We calculated kinetic energy throughout the machine by squaring the velocity of the object in question, multiplying the amount by the object’s mass, and multiplying that product by ½. For our purposes, kinetic energy is defined as the energy of an object due to motion. The unit of measurement for kinetic energy is a Joule, or J.
Velocity
Throughout the machine, we calculated all uses of velocity by dividing the distance that an object was able to move by the time in which it was able to move. For our purposes, velocity is defined as the rate of covered distance in a certain direction. The unit of measurement for velocity is meters/second.
Work
We used the physics concept of work throughout the machine, and we calculated it by finding the force applied on an object and multiplying it by the distance traveled. In the context of our machine, work is defined as the amount of energy put into something. The unit of measurement for work is a Joule, or J.
Throughout the machine, there are many examples of potential energy. We calculated them by finding the product of the mass of object we were looking at times the height at which it started moving times the acceleration due to gravity. The potential energy for these instances is defined as the energy an object has due to it’s position at a height or in a gravitational field. The unit of measurement for potential energy is a Joule, or J.
Force
The concept of force was used throughout the machine. We calculated all examples of force by finding the product of the mass of the object we were looking at times the acceleration of the object. In our context, force is defined as the push or pull on an object. The unit of measurement for force is a Newton, or N.
Acceleration
To calculate our usage of the physics concept of acceleration within the machine, our group divided the change in velocity of our object in question by the change in time in which it moved. In physics, acceleration is defined as the rate of change of velocity. The unit of measurement for acceleration is meters/second^2
Mechanical Advantage
To calculate all examples of mechanical advantage throughout the machine, our group calculated this by the dividing the distance of the effort of the simple machine in question by the distance of the load. For us, mechanical advantage is defined as how much easier a simple machine makes a task. There is no unit of measurement for mechanical advantage.
Kinetic Energy
We calculated kinetic energy throughout the machine by squaring the velocity of the object in question, multiplying the amount by the object’s mass, and multiplying that product by ½. For our purposes, kinetic energy is defined as the energy of an object due to motion. The unit of measurement for kinetic energy is a Joule, or J.
Velocity
Throughout the machine, we calculated all uses of velocity by dividing the distance that an object was able to move by the time in which it was able to move. For our purposes, velocity is defined as the rate of covered distance in a certain direction. The unit of measurement for velocity is meters/second.
Work
We used the physics concept of work throughout the machine, and we calculated it by finding the force applied on an object and multiplying it by the distance traveled. In the context of our machine, work is defined as the amount of energy put into something. The unit of measurement for work is a Joule, or J.
Physics of Each Step
Below are the 12 steps of our machine, with each physics concept within them explained.
- A car rolls down an inclined plane, the truck has a Potential Energy of 0.06 Joules
- The car knocks over four dominoes, which hit over a marble, the domino has a force of 0.003 Newtons.
- The marble runs down a screw, then down a tube, and hits over a weight, the marble has an acceleration of 0.23 meters per second, squared.
- The weight pulls down on the pulley, pulling up the wood block, the weight has a force of 0.017 Newtons.
- The wood block hits over a lever so that a marble runs down it, the lever has a mechanical advantage of 0.22.
- The marble runs down an inclined plane in the shape of the Golden Gate Bridge, the marble has a Kinetic Energy of 0.0094 Joules
- The marble hits a pig, which runs down an inclined plane. The pig has an acceleration of 2.33 m/s squared.
- The pig hits a car, which resembles bacon which runs down an inclined plane. The bacon has a force of 0.43 Newtons.
- The bacon hits another car, which runs down an inclined plane. The velocity of the falling car is 0.65 meters per second.
- The car hits a final car, which runs down an inclined plane, the car has a velocity of 0.66 meters per second.
- The car hits a metal marble, which runs down an inclined plane, the momentum of the marble is 0.009 Newton seconds.
- The marble hits together two batteries, launching a rocket. The rocket is propelled by a gust of air with a huge amount of force, which accelerates the rocket over a short distance. After accelerating, the rocket maintains a constant velocity until it hits the ceiling.
- In step one, the stationary car goes down a inclined plane. This is potential energy to kinetic energy.
- In step two, a domino falls over and hits a marble. This is an energy transfer of kinetic to kinetic.
- In step four, a falling weight in the pulley pulls up a wooden block. This is an energy transfer of potential to potential.
- In step twelve, a moving marble hits a stationary battery causing it to move. This is an energy transfer of kinetic to kinetic.
Reflection
Throughout this project, our group worked diligently to create the best work possible by making compromises, taking leadership roles, building everything from the ground up, and approaching our tasks with a sense of patriotism, just like our founding fathers did when they created our great nation. While we had many disagreements throughout the project, we were quickly able to find some way to meet halfway and get the job done. We didn’t allow our emotions to get the better of us, and we never intentionally put down one another throughout the duration of the project.
I was personally very pleased with how we were all able to take leadership roles throughout the project, and find ways to be productive and not just sit around. For example, Madison took charge of creating the presentation pieces, such as the slideshow, Evan took charge of the calculations, Ty was the main leader of actual constructing, and I worked on most of the machines aesthetics by adding color and decorations. While this is not to say that everyone didn’t help build or do any of the math at all, we all definitely had a field of expertise that shined brightly in our final product.
The Rube Goldberg machine was not only a great way to learn about physics, however, it was also a great tool that helped me hone my skills in the area of communicating ideas. In our modern world, it is my firm belief that learning great communication skills is a vital part of succeeding in the future, and this project did an excellent job of enabling me to talk to others in a group setting and present to a group of professionals.
The success of our project depended greatly on how well our group was able to talk to each other, a concept at which we were slowly mastering throughout the duration of the build. This project taught me how to initiate conversation within a group in an effort to get many ideas flowing, and showed me how to express my thoughts to a group in a clear manner.
This project also taught me how to present a piece of work professionally. This is probably the first time that I have ever presented any school project to a group of professionals that I have never met before, which is very interesting since I will have to do this a lot in the future if I decide on going into a STEM field. For the most part, when I am presenting school work to a group of adults, I typically end up talking to parents. It’s an interesting shift to instead talk to a group of unbiased professionals that are very detail oriented and expect only the best quality work.
Most importantly, this project taught each to be a better listener and encouraged me to be more willing to listen to the ideas of others. One of the most important parts of communication is not speaking, rather being able to hear the ideas of others and take them into consideration before making a decision. Before this project, it would be rather typical of me to only think of my ideas. Now, I am more open to the thoughts of others, not only my own.
While I believe that I did many things well throughout the project, there are definitely certain things I could improve on. For example, I could sometimes tend to be unorganized and lose some of my supplies. Throughout the project, I would tend to lose small marbles and cars, and misplace markers and other supplies that I was using to make decorations. To improve upon this in the future, I will be sure to always put my supplies in the group cabinets, and try not to have too many pieces of work out at the same time to the point where I cannot keep track of everything.
Another aspect that I believe I can improve upon is staying safe throughout the project. During the project, I would often find myself using tools without safety goggles, treating dangerous machinery like toys, and using dangerously incorrect technique when operating saws, knives, drills, and other similar objects. In the future, in an effort to fix this problem, I will always slow down and think before I act, be sure to always put on a pair of safety goggles, and treat all tools with respect instead of messing around with them.
I was personally very pleased with how we were all able to take leadership roles throughout the project, and find ways to be productive and not just sit around. For example, Madison took charge of creating the presentation pieces, such as the slideshow, Evan took charge of the calculations, Ty was the main leader of actual constructing, and I worked on most of the machines aesthetics by adding color and decorations. While this is not to say that everyone didn’t help build or do any of the math at all, we all definitely had a field of expertise that shined brightly in our final product.
The Rube Goldberg machine was not only a great way to learn about physics, however, it was also a great tool that helped me hone my skills in the area of communicating ideas. In our modern world, it is my firm belief that learning great communication skills is a vital part of succeeding in the future, and this project did an excellent job of enabling me to talk to others in a group setting and present to a group of professionals.
The success of our project depended greatly on how well our group was able to talk to each other, a concept at which we were slowly mastering throughout the duration of the build. This project taught me how to initiate conversation within a group in an effort to get many ideas flowing, and showed me how to express my thoughts to a group in a clear manner.
This project also taught me how to present a piece of work professionally. This is probably the first time that I have ever presented any school project to a group of professionals that I have never met before, which is very interesting since I will have to do this a lot in the future if I decide on going into a STEM field. For the most part, when I am presenting school work to a group of adults, I typically end up talking to parents. It’s an interesting shift to instead talk to a group of unbiased professionals that are very detail oriented and expect only the best quality work.
Most importantly, this project taught each to be a better listener and encouraged me to be more willing to listen to the ideas of others. One of the most important parts of communication is not speaking, rather being able to hear the ideas of others and take them into consideration before making a decision. Before this project, it would be rather typical of me to only think of my ideas. Now, I am more open to the thoughts of others, not only my own.
While I believe that I did many things well throughout the project, there are definitely certain things I could improve on. For example, I could sometimes tend to be unorganized and lose some of my supplies. Throughout the project, I would tend to lose small marbles and cars, and misplace markers and other supplies that I was using to make decorations. To improve upon this in the future, I will be sure to always put my supplies in the group cabinets, and try not to have too many pieces of work out at the same time to the point where I cannot keep track of everything.
Another aspect that I believe I can improve upon is staying safe throughout the project. During the project, I would often find myself using tools without safety goggles, treating dangerous machinery like toys, and using dangerously incorrect technique when operating saws, knives, drills, and other similar objects. In the future, in an effort to fix this problem, I will always slow down and think before I act, be sure to always put on a pair of safety goggles, and treat all tools with respect instead of messing around with them.