Monmouth Junction Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

Indian Fields Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

Greenbrook Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

Constable Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

 

Cambridge Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

Brunswick Acres Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.

Brooks Crossing Engineering

This year, students learned a great deal about Engineering, focusing on the Engineering Design Process.  They took on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students demonstrated understanding of the need for (efficient) gutter systems, and the difference between absorbent and repellent materials.  Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. Upon completion, students tested their prototypes by pouring approximately one liter of water over them.  Next, they examined the effect of the water on each structure and compared the effectiveness of various materials.  Lastly, students met in teams to discuss ideas for improving their structures.  

Brooks Crossing Cycle 2 – Engineering

During this cycle, students learned a great deal about Engineering, focusing on the Engineering Design Process.  Students had the opportunity to take on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students have begun to understand the need for gutter systems, and the difference between absorbent and repellent materials. 
Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. 

Austin, Dev, and Manuel created their waterproof roof using straws, masking tape, cardboard, and aluminum foil. They began thinking about a gutter system, which they would add if given the time to redesign. The boys agree that a more steeply-pitched roof would also be more efficient.

Sendalan, Arush. and Arav created a waterproof roof using popsicle sticks, cotton balls, and masking tape. They used a steep pitch to allow water to move away from their structure. The boys agree that they would add a gutter system if given the time to redesign.

Jyothika, Sachleen, and Farhana created their waterproof roof using straws, cotton balls, aluminum foil, and masking tape. Their roof was steeply-pitched and had the beginnings of a gutter system.

Hetarth, Ishani, and Radha created a waterproof roof using popsicle sticks, leaves, cotton balls, and masking tape. Their roof was steeply-pitched, which carried water away from the structure. They would add a gutter system if given the time to redesign.

 

 

Brunswick Acres Cycle 2 – Engineering

During this cycle, students learned a great deal about Engineering, focusing on the Engineering Design Process.  Students had the opportunity to take on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students have begun to understand the need for gutter systems, and the difference between absorbent and repellent materials. 
Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. 

Jashanpreet, Anudi, and Julia created a clean, efficient design for their waterproof roof. The pitch of their roof allowed water to flow away from the structure. If given the opportunity to redesign, this group would create a more efficient gutter system by laying the straws sideways and angling them away from the house.

Raghava (and his partner Ark) created a waterproof roof comprised of cardboard, aluminum foil, and masking tape. Although it was waterproof, the boys agreed that a smooth roof with more of a pitch would be more effective and efficient.

Savanah, Tanish, and Anika created their waterproof roof from cardboard, masking tape, straws and aluminum foil. They carefully angled the roof and established an effective gutter system with the straws. If given the chance to redesign, this group would fasten their straws to the structure in order to maintain their efficient gutter system.

 

Monmouth Junction Cycle 2- Engineering

During this cycle, students learned a great deal about Engineering, focusing on the Engineering Design Process.  Students had the opportunity to take on the role of a structural engineer with a challenge titled Waterproof that Roof! As a group, we brainstormed real-life connections and discussed the need for sturdy, waterproof structures that can withstand extreme weather.  We also did a bit of research on roof pitch and construction. Students have begun to understand the need for gutter systems, and the difference between absorbent and repellent materials. 
Aside from learning about roof design and construction, students faced real-life constraints including material choices, budget, and time. They followed the steps of the Engineering Design Process to complete their work. 

Anya, Katelin, and Niharika created a waterproof roof using felt, aluminum foil, popsicle sticks, and masking tape. This group also attempted to add a gutter system after learning about the importance of carrying water away from a house. If given the chance to redesign, the girls said they would work on making a more efficient gutter system using other materials to catch the water.

Close-up view

Anika, Deeksha, and Milan created a waterproof roof using popsicle sticks, felt, and masking tape. They showed a strong understanding of the pitch of a roof, and attempted to add a gutter system. If they could redesign, this group would cover all sides of their structure and work on a more sophisticated gutter system.

Aryan, Kairav, and Mayank created a waterproof roof using cardboard, straws, masking tape, aluminum foil, popsicle sticks, and coffee filters. Although their roof was waterproof, the boys agreed that adding a working gutter system would enhance their design.

Close-up view