Overview
For our final project this school year, we were given the task of taking a previous project we did this year and making a new and improved version of it. After choosing groups, we decided which projects we would like to redo, and my group and I chose the Rube Goldberg machine. Having only two weeks to design, build, blueprint, and present a machine proved to be a difficult task, but it was fun to redo this project after studying the same topics throughout the year.
The theme for our machine was Summer. We decided that homework being ripped would be our end goal, because most students discard their homework when school ends. We would also incorporate other Summer activities like swimming, and a banner with the words, Summer come down. It was difficult at times to get all these aspects working in one run, but after working out many kinks, we finally ended up with a product that worked (sometimes).
The theme for our machine was Summer. We decided that homework being ripped would be our end goal, because most students discard their homework when school ends. We would also incorporate other Summer activities like swimming, and a banner with the words, Summer come down. It was difficult at times to get all these aspects working in one run, but after working out many kinks, we finally ended up with a product that worked (sometimes).
Concepts
Rube Goldberg Machine- A complicated machine that, after a long series of steps, completes a simple task
velocity- the rate of covered distance in a direction (v=d/t) ex. (step 3) we found the velocity of the ball going down the screw: 1.6m/4sec= 0.4 m/s
acceleration- the rate of change of velocity (speeding up or slowing down)(a=v/t) ex. (step 3) acceleration of the ball down the screw: 0.4m/s /4s= 0.1 m/s^2
Force- Causes change in motion; a push or pull on an object (F=ma) ex. (step 1) We found the force of a weight on a platform: 0.003kg(9.8m/s^2)= 0.03N
momentum- the tendency of moving objects to keep moving, "how hard would it be to stop" (p=mv) ex. (step 6) momentum at the ball: 0.13kg(0.33m/s^2)=0.043kgm/s
potential energy- energy an object has due to it's height or position in a gravitational field (PE=mgh) ex. (step 2) potential energy of the ball: 0.13kg(2.45m/s^2)0.1m= 0.03 J
kinetic energy- energy due to motion (KE= 1/2 mv^2) ex. (step 2) kinetic energy of ball: 1/2(0.13kg)(0.2m/s)^2= 0.003 J
mechanical advantage- how much easier (less force) a tool makes something or how much farther (more distance) you have to push using a tool (MA= F load/F effort or MA= d effort/d load) ex. (step 1) mechanical advantage of the pulley is 1 because there's only 1 wheel
velocity- the rate of covered distance in a direction (v=d/t) ex. (step 3) we found the velocity of the ball going down the screw: 1.6m/4sec= 0.4 m/s
acceleration- the rate of change of velocity (speeding up or slowing down)(a=v/t) ex. (step 3) acceleration of the ball down the screw: 0.4m/s /4s= 0.1 m/s^2
Force- Causes change in motion; a push or pull on an object (F=ma) ex. (step 1) We found the force of a weight on a platform: 0.003kg(9.8m/s^2)= 0.03N
momentum- the tendency of moving objects to keep moving, "how hard would it be to stop" (p=mv) ex. (step 6) momentum at the ball: 0.13kg(0.33m/s^2)=0.043kgm/s
potential energy- energy an object has due to it's height or position in a gravitational field (PE=mgh) ex. (step 2) potential energy of the ball: 0.13kg(2.45m/s^2)0.1m= 0.03 J
kinetic energy- energy due to motion (KE= 1/2 mv^2) ex. (step 2) kinetic energy of ball: 1/2(0.13kg)(0.2m/s)^2= 0.003 J
mechanical advantage- how much easier (less force) a tool makes something or how much farther (more distance) you have to push using a tool (MA= F load/F effort or MA= d effort/d load) ex. (step 1) mechanical advantage of the pulley is 1 because there's only 1 wheel
Reflection
Pits: We spent a long time trying to perfect the little things, like the banner. We could have spent less time on it, which would have left more room to work on the math or the end result more. We also left the presentation, math, and schematic for the last day, which was a lot to do in one day.
Peaks: As a group, we worked very well together. We listened to each other's ideas, and compromised if we didn't agree. When something wasn't working, we would brainstorm solutions together. Another peak was that I took more of a leadership role, this project. I have been working on being a better leader, and I did during this project I did. I tried to give helpful suggestions to my teammates if they needed help. I tried to keep our group on task too.
This project was a good way to test how well we learned the information we were given throughout the year. I thought this project was a good way to end the school year, with a recap of most of the physics concepts we studied all year. Overall, this project was a great way to end a great school year.
Peaks: As a group, we worked very well together. We listened to each other's ideas, and compromised if we didn't agree. When something wasn't working, we would brainstorm solutions together. Another peak was that I took more of a leadership role, this project. I have been working on being a better leader, and I did during this project I did. I tried to give helpful suggestions to my teammates if they needed help. I tried to keep our group on task too.
This project was a good way to test how well we learned the information we were given throughout the year. I thought this project was a good way to end the school year, with a recap of most of the physics concepts we studied all year. Overall, this project was a great way to end a great school year.