Aarav Idea (Engineering and Math)

Use items such as sticks or straws to create a raft that would have to hold weight on it. Put in a tub of
water and whoever’s holds the most weight wins
Materials: 10 straws per group, a roll of tape, a bucket of water, and small weights.
1. Have each group solve a math problem to get each item and create their project
2. Every question equals 2 straws, and all 5 questions would be the roll of tape
3. Use the straws and tape to create a flotation device capable of holding weight
4. Have 1 hour to create their float
5. Test the float in the tub of water to make sure it floats
6. Slowly add weight onto the float
7. Whichever float holds the most weight wins

Math problems:
1. If one group had 10 straws, another had 45 straws, and the last group had 100 straws, what is
the greatest common factor of these?
2. If a boat can hold 13.45 tons and another can hold 44.202 tons, how much can they hold in
total?
3. A sailor is trying to determine how much weight he needs to throw out of his boat to make it
faster and determines he needs –400 pounds taken off, what is the absolute value of this?
4. To calculate how much weight can be added to a raft, someone calculates they can have 4^-5
tons. Simplify this number.
5. To see the relation between speed and weight on a boat, someone creates a line graph with a
slope of 5 and a y-intercept of (0,6). Put this in slope-intercept form
Nathan Idea: Designing a Lego Door (Engineering and Math)
In this scavenging hunt challenge, students are tasked by opening a lego door with gathered lego pieces
around the area in order to open a door located at the start. Rather than a key, students will scour the
area looking for locked boxes numbered 1 through 8, which contain gears, springs, and crank needed to
create a mechanism that opens the door.

There will be an 8-tooth gear, a plus-shaped crank, 2 16-tooth gears, 3 20-tooth gears, 2 springs, and 2
rubber bands that students need to gather, each of which should cost around 40 cents; as well as 8 math
problems to solve. 2 designed for 5th graders, 2 designed for 6th graders, 2 designed for 7th graders, and 2
designed for 8th graders. Each question will provide a number used to open the corresponding box’s lock
and acquire the lego piece inside.

Questions:
1. Akane is making a recipe for curry rice, but even though the recipe produces enough curry for 8
people, he is only serving plates to 4 people. To resolve this he decides to half the amount of
every ingredient. If the recipe asks for 1¾ pounds of cubed beef chucks, how much does Akane
want to put?

2. Akane has 420 minutes until the health inspector shows up to review his curry stand. How much
time, in hours, does he have to prepare?
3. Akane is making a “fruit salad” consisting of totatoes and pomatoes. The ratio of totatoes to
pomatoes is 5:3. If there are 24 pomatoes, how many totatoes are there?

4. The ratings for Akane’s fruit salad have come in: 2, 3, 3, 2, 4, 5,1, 1, 1, 4, 5, 7, 40, and 8. What is
the average (mean) rating of the salad?

5. Akane’s cannot afford paint to decorate the ceramic bowls he uses to serve his food, so he
decides to use Fruit by the Foot instead. If his bowls have a radius of 8 inches, how much tape
(in inches) does he need for each bowl?

6. For every McChicken Chili Curry Akane sells, 2 customers swear to never eat at his restaurant
again. What is the rate of proportionality between McChicken Chili Curries and Customers?

7. Akane notices that a squirrel has run away with the bottle containing his secret curry recipe and
has climbed 30 feet up a tree. Akane also happens to have a slingshot on him. If Akane is 15 feet
away from the tree, at what angle does he need to aim his slingshot (assuming the projectile
heads in a straight line)?

8. Akane is running out of chili peppers to make McChicken Chili Curries. If Akane’s farm produces
about 4 peppers a day, the maximum capacity of his chili box is 100, and he currently has 12
peppers, how many days before he is at max capacity again?
Neel’s Idea- engineering and science
Engineering- Building the complete torch to sustain the forces of nature
Science- The weather and water cycle along with the creati on of wind patt erns of
hurricanes

Torchy Tuesday- Base plan

Engineer a mechanism that can withstand the “real life” weather conditions that the real torch
withstands. There will be “hail” (small pieces of paper that will be crumbled into small balls), There will
be intense winds (By a leave blower or fan). We could even try to work with some “rain” by seeing which
group had thought of a waterproof mechanism such as a hole to let the water drain out. Whichever
torch can feel the most “flames” in it then will be the winner.
Each team will have an hour to construct their torch
The main restriction will be not having anything blocking the top of the torch. This will mean that it will
kind of be in a more snow cone with more structure. This is where the challenge will be to keep
everything in without letting it fly away.
By safely using physics there will be ways that the torch should be able to withstand the “forces of
nature”

Engineer a torch to withstand real-life conditions- A real plan

The objective- Do not let your flames go out! You will need to create a torch, stand, and prepare for the
various weather conditions that could arise! You will be given an hour to make your torch. After the
testing, you can modify your design for 30 minutes and then the last 30 minutes will be used to decide
the winner!
The conditions that you will be going against will be the following
Rain- Water drops will be sprayed on your torch to see how well it can deal with keeping water out of
the torch.
Hail- There will be hail that will come at your torch. This could hurt the structure of your torch and let
the flames go out!
Snow- You may encounter snow that could cause your torch to go out!
Hurricanes- Prepare for a windy day!!! Think of how hurricanes are formed!

Restrictions!
You cannot cover your flame by any means! You can create a mechanism to protect it. However, you
CAN NOT cover or block your flames.
Materials
Construction Paper, Scissors, Tape
Grading
Area of grading 0 1 2 3
Rain The torch fell The torch would The torch had an The torch had a
apart or was not not withstand active mechanism well make a
useable again another test well to drain out the mechanism to
and there is water rain but would not drain the rain out
build-up withstands and would be able
another test to withstand
another test!
Hail The torch fell The torch was The torch was able The torch was able
apart or was not able to withstand to withstand the to withstand all
useable again the impacts but it impact and it can the impact and
cannot be used be repaired to be there is a
again used again mechanism in
place to ensure
the torch will be
ready for another
round
Snow The torch fell The torch is still in The torch is still in The torch was able
apart or was not one piece but one piece but to withstand the
useable again cannot be used there was a snow and had a
again and there mechanism to preventative
was no withstand the mechanism to
mechanism to snow. The torch is defend the torch.
deal with the in well enough With that, it can
snow condition to go go in this test
again. multiple times
again.
Hurricane The torch fell 1-10 Strands 11-19 strands All twenty strands
apart or all stayed in stayed in. stayed in!
strands of flame
were lost

If the torch comes off the stand or falls over during any test it is an immediate 0. This however does not
mean the stand and torch cannot be moved.

The idle design would be a cone with tape covering the inside and outside to make it waterproof. There
would be a hold in the bottom so no water would build up. With that a bigger area expansion on the
cones ends so the flames sit inside. This would counter any wind blowing the flames out.
Triathlon Thursday- Science, Math, Engineering, English
In Triathlon Tuesday there will be teams of 4. Each team member will have a letter in STEM. Each team
will stand at the edge of the field. When the signal is given one of the students will go to the teacher of
that subject (Placed in the middle of the field). The subject order will be announced before hand. If
science is up first all the students from each team who were assigned science will go first. Then if math is
second subject the team member from the science team returns with a token (proving that person from
the team went) the math person will go. This will repeat until we have the team who completes fastest
all go to the middle together to prove they have won.

Example Problems

Math-
What is 12*4?
What is “x” commonly used for?
What is a coordinate plane?
What is 3*3?
What is 2*12?

Science
Who created the lightbulb?
Where does heat go? (Up or down)
What galaxy do we live in?
What cleans water in our body?
When did dinosaurs go extinct

English
Who wrote Romeo and Juliet?
What is a Verb?
What is a noun?
What is the difference between a period and a comma?

Technology
What is a very basic form of tech?
What does USB stand for?
What is the difference between a laptop and a PC?
What light is emitted from screens?
How long should you be on technology a day? (2ish hours)