RUNNING HEAD: Assignment 3

Assignment 3:
Turning Simple Machines into Rube Goldberg Devices
Jesse Costello
ETEC 530 66A

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PART A
What is knowledge?
Simply put, without a deeper understanding of what knowledge is, how can we expect to
help out students build knowledge? Many of us grew up with the view that an educators role is to
pass on their knowledge and understanding to their students through lectures and direct
instruction. This is still seen in many classrooms, and is especially common in lecture halls in
most universities. However, learning doesnt work that way. Knowledge isnt passively absorbed
from expert to student. It is an active student led process.
Pritchard (2014) describes knowledge as justified true beliefs. This instantly creates an
issue for traditional lecture based instruction, is the word of an educator justifiable? Educators
must do more than simply say that something is true; because saying that I am the expert is not
sufficient justification. Teachers must provide students with evidence and examples that they can
explore and learn from. Lecturing alone simply isnt sufficient for learning.
Instead, it is more important to create opportunities for students to actively discover
truths, with educators guiding and questioning students in order to extend learning and to steer
away from false beliefs. Lecturing and direct instruction can still play a role in a modern
classroom, however students must be given the opportunity to discuss, use, play with,
manipulate, question, and so on the information originating from direct instruction.
It is important to differentiate between knowledge and beliefs. Knowledge is important
because it is more permanent then simply having a true belief (Pritchard, 2014). For example,
true beliefs can be held from a lucky guess, but knowledge requires reasoning. Therefore, luck is
not sufficient justification for knowledge. A broken clock is right twice a day, but that doesnt

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mean it is a valid method for telling time. Belief can be like the broken clock, while knowledge
is like a working, cross-checked clock. Pritchard explains that knowledge, can make it more
likely that one achieves ones goals (2014, p. 14). Therefore providing opportunities for our
students to create knowledge will then help them succeed in their future endeavours. By teaching
out students the differences between beliefs and knowledge, we will be helping them cope with
the vast bombardment of information they are hit with daily through social media, personal
devices, and more traditional media. Teaching students critical thinking about truth and
knowledge will help them to navigate through our increasingly challenging media lives.
It is also important to note that our western view of knowledge is in part influenced by a
scientific world view. From a scientific point of view we know something through empirical
descriptions and explanations, classifications, and breaking things down into ever smaller
components (Aikenhead & Ogawa, 2007). Our justifications for true beliefs must generally pass
an empirical or scientific test. Knowledge is commonly viewed as an objective truth. Aikenhead
& Ogawa (2007) contrast that with First Peoples knowledge, which consists of ways to live
within nature, passed on through songs, ceremonies, stories, and dances. Clearly this differs from
the western method that focuses on a hypothesis, experiment, and publishing results. Both create
value, but they each have a separate goal. Given this, I think it is important to remember that
each student entering the classroom comes with their own beliefs, background knowledge and
world view. It is important to respect differing views and understand that there can be differing
goals as students work towards knowledge.
As described in the last paragraph, there can be relativism in knowledge. Pritchard (2014)
states that differing epistemic norms can equally viewed as correct through a relativism lens.
Constructivism also follows this idea, given that each person constructs or creates their own

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reality based upon their experiences. Personally, my view is that for many things there is an
objective truth, and corresponding knowledge, especially in the sciences. I believe that relativism
comes into play in other areas, such as language arts or music, where there can be differing, yet
equally valued truths. However, when one discusses the capital of British Columbia or what 6x6
equals I believe that there are objectively true answers.
Constructivism
As we shift from the philosophy of knowledge into a constructivism view there appears
to be a shift in definitions. von Glaserfeld states, Knowledge, then, could be treated not as a
more or less accurate representation of external things, situations, and events, but rather as a
mapping of actions and conceptual operations that had proven viable in the knowing subjects
experience (Fosnot, 2013, p. 4). In other words, he is saying that each student will have created
their own unique and individual beliefs that work for them and there is no one true objective
reality. He seems to relate knowledge back to true beliefs, but removes the justification
component, and relies upon success to support validity.
For educators this is important because it reminds us that what we are trying to teach in a
lesson, may not be what a student perceives. Our students understanding will be modified by
their unique environment, prior experiences, and perceptions. Again, it reminds us that learning
is not a passive activity, and students must actively work towards understanding. Our role is to
help guide them towards desired outcomes and steer them away from mistaken beliefs.
To reconcile Pritchard and von Glaserfeld, I believe that in simplified terms, both would
agree that knowledge is true beliefs that would likely lead to success. The difference appears to
be in how one defines or gets to truth. From a philosophical standpoint, one looks to epistemic

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justifications, while from a constructivist view, it is from valid experiences. Generally speaking
many people value information gained with our senses over other information, for example, look
at the weight put onto eyewitness testimony in criminal cases. Many people believe perceptual
knowledge as the most secure of all (Pritchard, 2014, p. 70). This is despite the common errors
people routinely make with perception or due to memory errors.
Finally, it is important to remember that knowledge is a wholly internal construct it is
all in the mind. There is currently no way to know what others are thinking. The best we can do
is interpret others words, writing, or actions. This leads again to the importance in accepting the
differences that people bring to the classroom and how they share their learning.
The key to constructivist pedagogy is to put the student at the center of their own
learning. They learn by actively taking part, rather than passively receiving information from the
teacher or another source. In order to facilitate this, it is very important to provide students with
material that motivates them to want to learn, provide them with choice, allow for discussions
with peers, and finally they need to manipulate the material in some way.
My personal view on education is that the main goal is to create independent lifelong
learners. To achieve this, we must pass on the skills and knowledge necessary for our students to
adapt and thrive in an increasingly changing world. It is by teaching our students how to learn
rather than focusing on content that will give them the skills needed in the future.
Blended Instruction
Finally, it is important to highlight that current research suggests that constructivist
methods need to be balanced or enhanced in order to improve student outcomes (Alferi, Brooks,
Aldrich, & Tenenbaum, 2011; Stanovich, 199); Kirschner, Sweller, & Clark, 2006). Blending

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instructional methods provides the greatest outcomes. This means that students need higher level
thinking constructivist activities that are supplemented by effective and timely feedback, direct
instruction, scaffolding and guidance, working through examples as a class, and guided
discovery. Teachers can still use more traditional methods, but then students must be provided
the opportunity to work with the material in a hands on way.
Along with guidance and scaffolding of students, educators must also provide timely and
effective feedback to students. Effective feedback should be positive while correcting mistakes
(Hattie and Timpereley, 2007). It should provide students a goal to work towards along with
steps to get there. Conferencing with students is one effective way to achieve this.
Overall, teachers need to guide students towards the end goal of being independent
learners. This is a gradual processes, which teachers can facilitate by providing increasing choice
and independence as students proceed through the grades, where hopefully active learning
continues and becomes a lifelong process.

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PART B
Simple Machines into Rube Goldberg Devices
This lesson should be considered a multi-day plan that has followed a unit on simple
machines. Imagine that students have already watched a variety of short videos, been given short
lessons on each simple machine, and have worked through six hands on stations, experimenting
with each type of simple machine. This would have occurred over 7-10 classes depending on
how it went. This is the culminating activity for the simple machines unit.

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Rube Goldberg Simple machines into an overly complex task

Learning Outcomes

Machines are devices that transfer force and energy. Combinations of simple machines from
complex machines (BC Science 5 Curriculum Big Idea)

Inquiry Questions

How do machines transfer force and energy?

What simple task would you like to solve with your Rube Goldberg Machine?
o Example Ideas:
Fill a pet food bowl, Pop a balloon, Pour a drink, play a musical note, etc.

Curricular Competencies
Planning and Conducting

With support, plan appropriate investigations to answer their questions or solve problems
they have identified
Use equipment and materials safely, identifying potential risks

Evaluating

Identify possible sources of error

Suggest improvements to their methods

Applying and Innovating

Contribute to care for self, others, and community through personal or collaborative
approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving

Materials
Students may bring their own materials as needed, but it is helpful to provide a wide variety as well.
Suggested materials include: hot glue, construction paper, marbles, small paper cups (such as Dixie cups),
paper towel tubes, string, jumbo paper clips, rubber bands, PVC pipe, boards, etc.
Introduction
Quick Think, Pair, Share to review what the six simple machines are (lever, inclined plane, screw,
wedge, pulley, and wheel & axle). Teacher records on board with room to add ideas later.

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Play video(s) of Rube Goldberg Machine. Examples include: 1) Six high school student examples:
https://youtu.be/dFWHbRApS3c 2 (note: stop few seconds before end, beeped out curse) 2) Very
Complex way to open a door https://youtu.be/ieQSiDnOhzY?
list=PLaVV9NpqzTAJAnCtVQwd2ZWc2k3Wu2rxi 3) OK Go music video
https://youtu.be/Y8cuuP4Jmio 4) Samsung Camera Ad https://youtu.be/I7cFpRsTz3k
In groups, students describe how the different simple machines were used to complete a task (i.e.
breaking down 1 component of machine). Share ideas out with class, teacher records on board.
Class discussion
Talk about the ideas of simple and compound machines and mechanical advantage.
Discuss why Rube Goldberg is counter-intuitive.
What are some examples of useful machines?
Briefly discuss the engineering design process (plan, review, gather supplies, build, trouble
shoot, and review)
Design Stage
Students work in groups to choose problem and then draw and label their draft machine. Including
labeling of each machine and mini-explanations for each step. Groups of 2 or 3 are probably best.
Teach should check in for a quick conference with each group, looking for shared ideas and successful
plans. Make sure steps students create are feasible.
Example (show on board):

Source: https://webcomicoverlook.com/2011/09/06/know-thy-history-rube-goldberg/

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10

Build Stage
This stage may take a number of blocks, depending on complexity. Students may alter original designs as
needed, based upon tests or available materials. This work is done in the same groups as earlier in the
design stage.
Once machine is ready, students should re-draw and label final machine, clearly explaining each step. 1
drawing per group. This will be handed in along with self-assessments.
Test Stage (Assessment)
This may need to be broken up over a number of classes based upon class attention spans
Groups will have 3 opportunities to perform their tasks. Peers can provide feedback sandwich
(complement/suggestion/complement).
Students complete self-assessment forms.
Adaptations

Students could work solo or in larger group.

Easier use less steps

Extensions

Students can write a Rube Goldberg story about a crazy machine

Decorate machines
Add additional steps

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11

Rube Goldberg Self-Evaluation

Student Name: _________________________

Still working on
it
Design/Steps

Simple
Machines

Materials Used

Problem
Solving

Machine Works

Meeting Expectation

Exceeding

Notes

Machine diagram
labelled and machine
has 4-5 steps
Explanations explain
the role of each simple
machine within the
complex task
Appropriate materials
were selected and
there was an attempt
at creative modification
to make them even
better.
Employed the steps of
problem solving and
can explain how you
overcame a problem
The machine works
within 3 tries

How did your plans change between the design stage and the final test? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Explain at least one way that your machine transferred force and energy while in
action.

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12

_____________________________________________________________________________________
_____________________________________________________________________________________

References
Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural
Studies of Science Education, 2(3), 539-620.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based
instruction enhance learning? Journal of Educational Psychology, 103(1), 1
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational
research, 77(1), 81-112.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction
does not work: An analysis of the failure of constructivist, discovery, problem-based,
experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Pritchard, D. (2014) What is this thing called knowledge? [Kindle Edition]. Retrieved from
Amazon.ca
Stanovich, K. E. (1994). Constructivism in reading education. The Journal of Special
Education, 28(3), 259-274. Doi: 10.1177/002246699402800303