Rube Goldberg Device
Engineering and Design
9-12
One week of Class OR One week of Homework and
One Class:
Days 1-4
• Fabrication
Day 5
• Final Adjustments (20 Minutes)
• Presentation (35 Minutes)
Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
Constructing Explanations and Designing Solutions

Design a solution to a complex real-world problem, based on scientific knowledge,
student-generated sources of evidence, prioritized criteria, and tradeoff
considerations.

Criteria may need to be broken down into simpler ones that can be approached
systematically, and decisions about the priority of certain criteria over others
(trade-offs) may be needed.
Introduce students to the concept of a Rube Goldberg Machine. Show the class a video
example of Rube Goldberg Machines.
• Ok-Go music video

https://www.youtube.com/watch?v=qybUFnY7Y8w
• Honda Commercial

https://www.youtube.com/watch?v=dOJIE4S5uaY
Task students with creating a Rube Goldberg Machine.
1. Students should develop a Rube Goldberg Machine composed of a minimum
number of steps to accomplish a simple tasks. Constraints could include usage of at
least one example of each simple machine, or a minimum time limit.
Practice designing and fabricating a solution to a problem. Practice troubleshooting a
machine.
Students will present their machines to the class.
3D printed parts
Pencils
Any other parts the student
wishes
Seesaw
Pulley
Mini buckets x2
Corkscrew
Twister
Pencil connectors x4
1. Print whichever parts students wish to incorporate into their Rube Goldberg machines.
2. Certain parts operate in a specific way:


The corkscrew is activated by a torque to the side of the
companion twister part. If the torque is sufficient, the
twister should make its way down the corkscrew. This
motion can be used to activate another part of the Rube
Goldberg machine.
The seesaw base
features two tabs
on either side to
prevent weights
from falling off the
seesaw when
resting. The
different seesaw
support heights
allow students to
experiment with
angle and release.


The pulley is designed for thin
string (up to 2mm). The
accompanying miniature
buckets can be used to carry
marbles — commonly found in
Rube Goldberg machines — or
other objects up or down.
The pencil connectors allow two
sharpened pencils to fit together
and form a long rod-like
structure. Two of these together
would form a rail pathway for a
ball to roll down. Students can
adjust the distance between rails
depending on the size of the
ball. To fit more than two pencils
together, the erasers need to be
removed.
Creating a Rube Goldberg machine lets students exercise creativity in engineering. Furthermore,
a Rube Goldberg machine requires fairly high precision to implement successfully. Finally, the
sheer number of parts means that students need to be able to keep track of many things in their
design. Students should also be encouraged to design and print their own parts for their Rube
Goldberg Machines.