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.