Each year in Grade 11 Physics, students build a multitude of contraptions, machines and gadgets to allow them to manipulate a real-world application of the theories they are learning. Physics teacher Emma Seaborn explains how these projects add creativity and individuality to the class.
Design projects are intended to let the students show their creativity in science and are also a great way to analyze the kinematics, forces or other physical components of machines. At the end of every unit, the class tests out their designs as a group, analyzes the findings, compares results and decides how we might build a better machine, slingshot or instrument.
The design project for the winter term was a whole-class Rube Goldberg machine. (Not sure what a Rube Goldberg machine is? Here's a great example.) Personalization is embedded within the project, as every student is responsible for one section of the machine. They can choose to make something simple, like a pattern of dominoes, or extend themselves to make something a bit trickier, like a pulley system.
Students must work collaboratively with the entire group to determine the order in which the components will run, and how to piece the machine together. This is an excellent opportunity for leadership within the classroom and students have plenty of space for creativity and individuality within each section.
When the whole machine comes together, students are very excited to see it in action, and with any luck, the whole thing runs from start to finish as planned. As a class, we then analyze the energy transfer in the machine and have a discussion about how to improve the design.
Students are already looking forward to building their very own instrument for our next design project!
Check out this video of one of last year's machines.