1.

05: Energy Lab Worksheet—Assignment Template

To use this template, go to File, select Download As. Then select the file type you can edit.
Once you are done please save this file and attach to your assessment.

Name:

Instructions: *Note: There are 4 Parts to this assignment. Each part has specific instructions.
Answer questions in complete sentences and with detail. Show your thinking!

Part 1: Rube Goldberg Interactive (15 points)

Use the interactive version of a Rube Goldberg machine in the lesson. Fix the device so the flow of energy is
not interrupted, and the window shade can be closed.

1. (2pts each) Give three examples, from the lab, where potential energy was converted to kinetic energy:
Example 1 Potential energy was converted to kinetic energy when the ball dropped into the funnel
Potential energy was converted to kinetic energy when the red ball dropped onto the
Example 2
shelf then rolled onto the tilted shelf
Potential energy was converted to kinetic energy when the 5 lb weight dropped onto the
Example 3
balanced table

2. (1pt each) Describe the 5 adjustments you made to the Rube Goldberg device in order to keep the flow of
energy going:
1. I lowered the shelf to tilt it at a downwards angle
2. I then tied the 5 lb weight to the rope
3. Next I titled the balanced table to a downwards right angle
4. After, I tied the slingshot to the lever
5. Finally, I tied the bucket to the rope

3. (4pts) A constraint is a limitation or condition that must be satisfied by a design. For example, you may only
be able to use certain materials, or you might want the device to operate at a certain speed.
What was a constraint (a limitation or a condition) in this version?

A constraint that I noticed in this version was the condition of the tables had to be at the right angle for the
experiment to work.
Part 2: Design your own Rube Goldberg Device (15 points)

Now that you’ve seen and used the virtual option, it’s time to design your own!

● You should design, test, and redesign your device. It’s ok to test and redesign more than once if you
need to!
● Consider what constraints your project will have (example: you may limit your types of materials, the
number of steps you plan to include, or the space it will take up).
● Also think about what energy conversions will happen. You will need to show a minimum of five
energy conversions (example: potential to kinetic).

Option 1 Draw It:

Draw a device and explain how it will work with a written description of energy conversions on this worksheet.
You can draw the device freehand and scan or photograph the drawing for submission to your instructor. You
may also use a program on your computer to create your device.

Option 2 Build It:

If you would like to build your device, you do not need to include a drawing. If you build your device, you will
need to turn in a video clip or photograph of the device with the written description of energy conversions on
this worksheet.

Rube Goldberg Design:

(6pts) In this section, insert a drawing, video clip, or image of the device.
Description:
(5pts) Write a description and explanation of the work the device is designed to complete. Be sure to include
descriptions of how the device works and properly label the energy conversions.

So, in my device it is labeled alphabetically from start to finish so as shown it was 15 steps that were taken. In
step A and B the first step that was taken was kinetic to potential energy in which the toy car went down a
ramp and hit 3 toy blocks which stopped it’s motion. In step C the impact of the car caused the toy blocks to
tip over causing the scissors to close on the rope which is step D. In step E and F the rotator lowered the
100lb block onto Step G which is a balance beam and the cause of this kinetic energy caused the ball in step
H that was on the opposite side of the beam to fly up where it ran into Step I and J which is a fan that blew
the ball onto a rope and carried it onto step K and L which caused the weight of the ball to lower the box
kinetically to a potential point onto step M which is a stationary stool. The ball then rolled over and fell on to
Step N which is a candy bag and bounced up and landed on step O.

(2pts) Discuss how having constraints affected your design.

Having constraints in my design kept my design flowing and organized. Constraints such as the ramps being
pointed in certain ways and the fan blowing at a good enough speed to get the ball to the other side.

(2pts) Explain one way you redesigned your device after testing it.

I redesigned my design by changing step F in which I changed the previous weight I used ( 25lbs) to a much
heavier weight (100lbs) so the ball would have no problem reaching the fan after being propelled up in the air

Part 3: Energy Conversions (15 points)

Record your data in the chart and include at least 5 potential–kinetic energy conversions shown in the device
construction.

Example Item Description of potential–kinetic energy conversion

Example Book The book had potential energy when it was on the table. Then as the book fell off
the table, it was in motion and had kinetic energy.
1 Toy Car The toy car had kinetic energy going down the ramp and once it made contact
with the books the stop of motion was caused by potential energy
2 100lb weight The 100lbs had potential energy at the start until the rope was cut and it turned
into kinetic energy as it dropped
3 Ball The ball had potential energy while sitting on the balance beam but once the
weight dropped it turned into kinetic energy
4 Box The box had kinetic energy once it was following down but when it landed on the
table it converted to potential energy
5 Ball When the ball fell on the candy bag it bounced up with kinetic energy but once it
got on the gifts it transferred to potential energy
Part 4: Analysis Questions (15 points)

1. Consider the device you created:

A. (2pts ) Is energy exchanged between your system (the device) and its surroundings?

Yes, the energy that is exchanged in the device is potential and kinetic energy.

B. (2pts) Is matter exchanged between your system (the device) and its surroundings?

Yes, matter is exchanged

k
C. (3pts) Is it an open, closed or isolated system? Explain.

The system is an open system. The reason is because matter is being exchanged with energy
throughout the device

2. (2pts) What is the law of conservation of energy?

Energy cannot be destroyed nor created

3. Describe two examples of how the law of conservation of energy is demonstrated in the device you created.
(2pts each)

1. The kinetic energy of how the ball rolled down the ramp

2. The kinetic to potential energy of how the 100lb weight dropped to the ground to a stationary position

4. (2pts) In the lesson, a thermos is presented as an example of an isolated energy system. How could you
change the thermos into an open energy system?

I can change the thermos from an isolated energy system to an open system by taking off the lid and letting
energy flow inside and out the thermos.