Purpose
I recommend this lesson as the first lab/activity for the year.
It is appropriate for students in grades 6-12. By building a Rube
Goldberg-type machine with limited materials and time designed
to solve a specific problem, students will learn that problem
solving, patience, and persistence are all an integral and inherent
part of science research. This will help to counter the common
student misconception that there is always one correct answer
that can be found by following a series of procedures in a lab
activity. The lesson is structured according to the Learning Cycle,
with engage, explore, explain, elaborate, and evaluate components.
Objectives
Students will understand that:
1. While involved in research, scientists are continually using
problem solving skills in every aspect of experimentation.
2. Scientists have to be patient as they await results, and as
they see errors in their multitude of trial and error attempts.
3. Persistence is needed in order to help scientists focus on
their goals as they think and rethink through lab protocol.
Materials (per group of 3-4 students)
Please note that this list of materials can be adapted to fit
the materials that are readily available at your school. American
Science and Surplus (see References and Resources) is a good resource
for similar materials. If your materials change, your list of
criteria may need to be modified, as well. Since this lab requires
a variety of materials, it may be helpful to have a scavenger
hunt at the beginning of the year. Student who bring in the materials
listed may receive bonus points or a homework pass.
Preparation and Procedure
1. Fast forward the Apollo 13 video to the segment concerning
the NASA scientists trying to solve the carbon dioxide problem
on board the ship (approximately 45 minutes into the movie).
2. Collect materials to place in boxes/containers. Another option
would be to put different items in each box while keeping the
criteria for each group the same. Be prepared to guide teams who
are frustrated. Prepare thought-provoking questions in advance
in order to give guidance without telling the group specifically
what to do.
3. You may want to type out the NASA scenario mentioned in procedure
three as well as the criteria the device must meet. Please modify
the criteria as you see fit based upon supplies available that
you could place in boxes. Instead of retyping, you could photocopy
the Explore section of the lesson, cut apart, and distribute the
parts you want the students to read and keep. 4. Prepare a place
for the demonstrations to be held. Make sure students know in
advance how large the surface is and what type of surface they
will be dealing with in order to deal with friction of various
surfaces. Provide a ramp for teams who attempt the bonus criteria.
5. Consider using an Internet screening software program such
as Net Nanny (see References and Resources) to block any
materials from the Internet to which you would not want your students
to have access.
6. Familiarize yourself with locating and accessing information
about the Purdue Rube Goldberg project (see References and Resources)
on the Internet as well as similar projects at MIT and various
other institutes.
Engage
Explain that students will view a video clip that they have probably
seen before. The clip is from Apollo 13 and shows NASA
scientists trying to use parts available to the astronauts onboard
the ship to solve a carbon dioxide problem. As students view the
clip, they should record the number and type of objects with which
the astronauts have to work. Following the video, ask questions
such as:
At this point, I share with students my APS summer research experience and the types of problem-solving I encountered in the biomedical research laboratory.
Explore
Ask teams to brainstorm as many examples as possible (in a two
minute time limit) of situations when they have been involved
in or seen others problem-solving. Share results. What were the
outcomes of the problems? Were you satisfied with the outcomes?
How could you have improved your problem-solving approach?
Since life, as well as scientific research, is full of opportunities for us to use problem-solving strategies, explain that students will work in teams to accomplish a task similar to what they saw in the video. Each team will receive a box of materials as well as the following scenario:
NASA is now receiving applications for four young people who are adept in teamwork, problem-solving, and divergent thinking. NASA has voiced a complaint that the adults they hire are simply inadequate in these areas. You see this as an opportunity of a lifetime, and you desperately want the position. You have passed the first round of interviews, and you are now placed in a team with other students your age. Your team assignment is:
Your device must complete these criteria in any order within
a 7 minute time period. Once the 7 minutes begin, the device can
not be touched without a deduction of points.
Your team must:
Expand
Students will access the Internet to:
Before contacting these sources, students need to generate questions to which they want to find answers. This list should be submitted to the teacher for approval and suggestions prior to gaining access time on Internet. Students will present a visual display of their findings. (e.g., a poster) If time permits, an oral presentation may accompany the visual.
Safety
Questions to Ask
During design time:
Following presentations:
Where to Go From Here
This is the first activity for the year. After completing this
assignment, I want students to approach each lab from a problem-solving
and/or inquiry-based approach. The one exception to this would
be the very next lab we do which would be a typical 'cookbook'
lab of your choice. After completion of the cookbook lab, discuss
advantages/disadvantages, similarities/differences, applications
of each. Since most research is done from a problem-solving approach,
challenge the students to critique your labs and give suggestions
as to how the labs may be modified to meet this standard.
At the end of the year, students can assemble kits and write a challenge for the next year's class. They will see how far they've come in their problem-solving skills. This could also be used as an assessment for problem-solving.
References and Resources
Suggestions for Assessment
Evaluations
Scoring: / = Completed criteria; x = Did not complete; + = Excelled
in some way
Students should evaluate their own team and at least two other
teams in the class (listed as "A" and "B"
on the rubric below.
Criteria: Evaluation Evaluation Evaluation Evaluation Did the by Teacher of our Team of Team A of Team B device... ________________________________________________________________________________________ Move a horizontal distance of 12 cm? ________________________________________________________________________________________ Move a vertical/diagonal distance of 8 cm? ________________________________________________________________________________________ Move an object from its original position to a second position of at least 5 cm away? ________________________________________________________________________________________ Make a sound ________________________________________________________________________________________ Challenge: Climb a ramp? ________________________________________________________________________________________
Supplementary Evaluation Rubric for Teachers
Evaluation Comments:
Criteria by Teacher
________________________________________________________________________________________
Team submitted plan
showing predicted
order of events for
device
________________________________________________________________________________________
Turned in daily log
________________________________________________________________________________________
Kept within 7 minute
time period
________________________________________________________________________________________
Did not have to touch
device once time began
________________________________________________________________________________________