1. Force: A push or pull. The force applies to a machine is called “work” input or effort force.

2. Energy: Measured in joules … appears in many forms most of which are ultimately derived from the sun or radioactivity.

3. Mechanical Energy: Energy possessed by an object due to its motionor its stored energy of position. Mechanical energy can be either kinetic (energy of motion) , or potential (stored energy of position).

4. Potential Energy (PE) :is energy that is stored and held in readiness. It includes chemical energy such as fossil fuels, electric batteries, and the food that we eat.

5. Elastic Potential Energy: Is potential energy due to tension — either stretch (i.e., rubber bands), or compression (i.e., springs).

6. Gravitational Potential Energy: Is potential energy stored in an object as a result of its vertical position (height). Note this only depends on vertical displacement and not the path taken to get it there.

7. Kinetic Energy (KE) : This is the energy of motion. KE = (1/2) mass x velcity squared. Note that small changes in speed can result in large changes in KE (it’s speed squared!)… Net force time distance = KE. This includes heat, sound, and light (motion of molecules). KE is a scalar quantity: it cannot be canceled.

8. Conservation of Energy: Energy cannot be created or destroyed; it may be transformed from one form into another, or transferred from one place to another, but the total amount of energy never changes!

9. Work: Is a force acting on an object to move it across a distance. Pushing, pulling, and lifting are common forms of work.

10. Machine: This is a device that lets us do work with less effort by transferring a force.

11. Simple Machine: Uses simple tools used to make work easier. These include the pulley and inclined plane. Variations of the most basic simple machines include the screw, wheel and axle, and the wedge.

12. Compound Machines: Are two or more simple machines working together to make work easier.

13. Mechanical Advantage: This is when a machine puts out more force than is put in. This can be found by dividing the force of the machine by the force you used on the machine. In other words, dividing the load or resistance by the effort.

14. The Math Connection: Calculating Mechanical Advantage (MA): This can be found for the simple machines using these formulas:

    — Lever: MA = length of effort arm/length of resistance arm

    — Wheel and Axel: MA = radius of wheel/radius of axle.

    — Inclined Plane: MA = length of slope/height of slope.

    — Pulley: All pulleys have a fixed MA depending on the type. A pulley with one rope (single fixed puley) has an MA = 1. A pulley with 2 ropes (single moveabe pulley) has a MA = 2. A pulley with 6 ropes (block and tackle) has a MA = 4.

• Levers: Teeter-totter, oar, rake, hoe, bat, pick , fork, screw driver, snow shovel, hammer, bottle opener, light switch, spatula, stapler, crowbar, scissors, car jack, etc.

• Screw: different sizes of screws for metal or wood, drill, meat grinder, bolts, nuts, corkscrew, swivel chair, jar lid, etc.

• Inclined Plane: ramp, ladder, escalator, hill, roller coaster, stairs, wheelchair ramp, gangplank, dump truck, unloading ramp, etc.

• Wedge: paper cutter, scissors, crowbar, chisel, axe, prying tools, can opener, door wedge, pins, needles, nails, etc.

• Pulley: fan belt, elevators, steam shovels, flagpole, clothesline pulleys, derricks, cranes, lifts, gears, old-fashioned well, block and tackle, winch, wire stretchers, Venetian blinds, etc.

• Wheel and Axel: windmill, bicycle, roller skate, vehicles, rolling pin, egg beater, helicopter, old-fashioned telephone dial, fishing reel, record player, tapes, door knob, pencil sharpener, bobbins, fans, coasters, etc.

• Student teams will work with and under the supervision of at least one adult in the construction of their contraption outside of school.

• Students will use their knowledge of mathematics, force, work, simple machines, conservation of energy, and more to create an incredibly complex, and whimsical multi-stepped procedural “Rube Goldberg” contraption that ends with the simple task of ringing a bell.

Each student team will:

• Demonstrate their knowledge of potential and kinetic energy.

• Identify and build simple machines that work together in their contraption.

• Access online sources and communicate together to share information.

• Demonstrate knowledge of work, forces, and math by explaining to the class how each part of their contraption leads to completing the task.

• Your contraption must contain at least 3 different types of simple machines

• You contraption must have a least 3 energy transfer steps (action-reaction) to be identified by the team.

• The base of your contraption must not be larger than 2 feet by 3 feet, and the height must not exceed 3 vertical feet prior to activation. The actions in the contraption must traverse the entire length of its base.

• Your contraption must be activated by a simple motion (push or pull). No other human intervention is allowed.

• It may incorporate one type of electric circuit and/or magnetic field. No AC electrical devices (may not plug anything in).

• The actual time of your device from start to end must not be less than 30 seconds and no more than 2 minutes.

• Teams may use only the suggested materials. No messes! No confetti, glitter, water, liquids, explosives…

• Teams must show evidence of online research in the design of their contraption by explaining what they learned from at least 3 sites.

• Each team member must participate in the design, construction, and operation of the contraption. Each will be asked to show evidence of their assistance (i.e., drawings, sketches, oral presentation, and by turning in a 2 page written report…)

• Each team member will hand in a two-page written report explaining the following;

  — forces involved,

  — simple machines used

  —how they worked

  —how math is involved

  —overall, what they learned!

You must use adult help if any major tools are involved (i.e., saws, hammers, power tools, etc.). Use materials that are not expensive and are easy to acquire. You can assemble items with glue and/or tape!

Each student (and team) will be graded based on the folliowng criteria: (Ranked individually 1 to 5, with 5 being the highest value)

1. Demonstrates knowledge of Potential and Kinetic Energy _____

2. Demonstrates understanding of how math fits into the project _____

3. Explains how it uses forces and math ____

4. Completed all requirements _____

5. Shows 3 energy transfers ____

6. Contains at least 3 different simple machines ____

7. The contraption base is within the set limit of 2 feet by 3 feet and the height is less than 3 feet. ____

8. The actions traverse the entire length of the base ____

9. The contraption is activated by one simple human motion ____

10. It incorporates one type of electric circuit and/or magnetic field ____

11. It runs on time — not less than 30 seconds and no more than 2 minutes ____

12. Used only suggested materials ____

13. Provides evidence of online research ____

14. Provides evidence that each member participated in the project ____

15. Each member turned in a 2-page written report. ____