Part 1: Rube Goldberg Interactive Use the interactive version of a Rube Goldberg machine in the lesson. Fix the device so the flow of energy is not interrupted, and the window shade can be closed.
1. Give three examples, from the lab, where potential energy was converted to kinetic energy.
o
o
o
2. Describe the five adjustments you made to the Rube Goldberg device in order to keep the flow of energy going.
o
o
o
o
o
3. What was a constraint (a limitation or a condition) in this version?
o
Part 2: Design your own Rube Goldberg Device
Now that you’ve seen and used the virtual option, it’s time to design your own!
• You should design, test, and redesign your device. It’s ok to test and redesign more than once if you need to!
• Consider what constraints your project will have (example: you may limit your types of materials, the number of steps you plan to include, or the space it will take up).
• Also think about what energy conversions will happen. You will need to show a minimum of five energy conversions (example: potential to kinetic).
Option 1 Draw It:
Draw a device and explain how it will work with a written description of energy conversions on this worksheet. You can draw the device freehand and scan or photograph the drawing for submission to your instructor. You may also use a program on your computer to create your device.
Option 2 Build It:
If you would like to build your device, you do not need to include a drawing; however, you will still need to provide a written description of the energy conversions (potential-kinetic) that take place in your device. If you build your device, you will need to turn in a video clip or photograph of the device with the written description of energy conversions on this worksheet.
Rube Goldberg Design:
In this section, include a drawing, video clip, or image of the device.

Description:
In this section, include a clear written description and explanation of the work the device is designed to complete. Be sure to include descriptions of how the device works and properly label the energy conversions.
Discuss how having constraints affected your design.
Explain one way you redesigned your device after testing it.
Part 3: Energy Conversions
Record your data in the chart and include at least 5 potential-kinetic energy conversions shown in the device construction.
Example Item Description of potential-kinetic energy conversion
Example Book The book had potential energy when it was on the table. Then as the book fell off the table, it was in motion and had kinetic energy.
1
2
3
4
5

Part 4: Analysis Questions
1. Consider the device you created.
A. Is energy exchanged between your system (the device) and its surroundings?
B. Is matter exchanged between your system (the device) and its surroundings?
C. Is it an open, closed or isolated system? Explain.
2. What is the law of conservation of energy?
3. Describe two examples of how the law of conservation of energy is demonstrated in the device you created.
4. In the lesson a thermos is presented as an example of an isolated energy system. How could you change the thermos into an open energy system?