Thanks to all those who submitted project ideas — we have done our best to keep your groups together, while matching you up with students from the other section. Those who did not submit ideas have been assigned to groups (your names appear in all caps). There were 3 groups from Prof. Halleck’s section that had 3 students in them. To have a balanced set of groups, one student from each of these groups was selected to be part of another group (your names have an asterisk[*] in front of them). Our apologies for the rearrangement. Prof Halleck welcomes any discussion/criticism of this action either in person or via email (please do not use the openlab).
TO DO: You should find your group below and contact the other members of your group. If your project is marked “Approved”, you should start working on it. If it is marked “Pending” then you should carefully read the suggestions, discuss them with your group, and ONE group member should post an update in the “Group Project Ideas” discussion thread that expands your project idea to include the suggestions.
This project is worth a large portion of your grade, and it will take a significant amount of effort and time to complete. You should get started immediately, and plan to devote some time to working on it each week. The next deadline is Nov. 1. Details will follow as to what exactly is expected.
|GROUP #: 1
MEMBERS: almuthanna A. (Halleck), victor C. (Reitz), Joshua W.
(Reitz), Daniel A. (Halleck)
PROJECT DESCRIPTION: how the pro’s build stable structure such as bridges, and try using the given information to build a bridge with toothpicks, while testing how much it can hold. (in pounds)
HANDS ON COMPONENT: toothpick bridge
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: capacity
|GROUP #: 2
MEMBERS: Kweisi C. (Halleck), Chante M. (Halleck), WILMER B.
(Reitz), JESSE M. (Reitz)
PROJECT DESCRIPTION: Calculate the total number AND TOTAL WEIGHT of people and cars that pass the bridge each day
STATUS: approved (if you accept the changes IN ALL CAPS)
HANDS ON COMPONENT: Photo collage of pedestrian and auto traffic, obtained through ferry ride AS WELL AS VISIT TO PEDESTRIAN PATHWAY. ?suggestion: collage should incorporate the data you collect / produce on people and cars
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: capacity, proportions
|GROUP #: 3
MEMBERS: Kiana G. (Reitz), walter S. (Reitz), BRIDJET A.
(Halleck), TISHA S. (Halleck), LIXENIA V. (Halleck)
PROJECT DESCRIPTION: who built the Brooklyn Bridge
HANDS ON COMPONENT: models of different kinds of bridges
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: why suspension bridge chosen
|GROUP #: 4
MEMBERS: Nahim M. (Reitz), Andrea R. (Reitz), SHAVON B.
(Halleck), ABREU J. (Halleck)
PROJECT DESCRIPTION: How much pink paint would be needed to paint the surface of each wooden plank of the Brooklyn Bridge and how long( time wise) , would it take to do this. ( Pink, in honor of Breast Cancer).
HANDS ON COMPONENT: photoshopped depiction of planked portion of bridge with suggested modification
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: surface area, proportions
|GROUP #: 5
MEMBERS: Krista E. (Reitz), Tanya V. (Reitz), SOPHY N.
(Halleck), KEVIN G. (Halleck)
PROJECT DESCRIPTION: How long did it take to build the Brooklyn Bridge and how many people were involved?
HANDS ON COMPONENT: ?suggestion: visit to a construction project such as trade center 1 and investigation of numbers and kinds of workers and/or a visit to Brooklyn Historical Society (City Tech has a special arrangement).
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: ?suggestion: the role of machinery in the evolution of jobs over time.
|GROUP #: 6
MEMBERS: Zytasia G. (Reitz), heather M. (Reitz), EDENS B.
(Halleck), ORNELLA C. (Halleck)
PROJECT DESCRIPTION: Compare travel time and distance in using the Brooklyn and Manhattan Bridges to commute to CityTech.
HANDS ON COMPONENT: 3D model of bridge (mixed materials including cardboard and photos)
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: distance, time, speed, efficiency
|GROUP #: 7
MEMBERS: horacio M. (Reitz), john P. (Reitz), ZAVIAN W.
(Halleck), JUSTEN G. (Halleck)
PROJECT DESCRIPTION: How much weight can the bridge take till it reaches its limit using different variables. Examples of variables: cars, people, and trains
HANDS ON COMPONENT: Make a poster illustrating various vehicles and their weights. Suggestion1: it would be nice to have a picture of just how many people/cars/trucks/trains it would take to reach the maximum weight of the bridge. Suggestion2: If someone in your group can draw, it would be much better to have the poster be drawn by hand (or on computer), rrather than using images found on the internet or elsewhere.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: ?suggestion: proportions, forces present in a bridge
|GROUP #: 8
MEMBERS: Eda O. (Halleck), Rebecca K. (Halleck), NICHOLAS W.
(Reitz), CAROLINA M. (Reitz)
PROJECT DESCRIPTION: Relative time to complete actual bridge versus model. Compare each stage of the bulding process.
HANDS ON COMPONENT: Build a model bridge, documenting progress with photos and data.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: Proportions, estimation.
|GROUP #: 9
MEMBERS: Brandon R. (Reitz), cindy S. (Reitz), JONATHAN G.
(Halleck), ALEXANDE E. (Halleck)
PROJECT DESCRIPTION: How many people does it take to fill out the Brooklyn Bridge by laying down? (Using the survey we took of everyones height in the class.)
HANDS ON COMPONENT: Make a simple model of the bridge (or part of the bridge) out of cardboard with toy soldiers to represent people. Suggestion: You must scale your model to match the size of the toy soldiers – it will be important to obtain the soldiers first, and plan your bridge model based on their size.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: proportion, surface area, packing
|GROUP #: 10
MEMBERS: romel P. (Reitz), jonathan R. (Reitz), ANDREA S.
(Halleck), OLIVIA S. (Halleck)
PROJECT DESCRIPTION: the amount of time it wll take for an object that falls from the bridge to reach the water.
HANDS ON COMPONENT: find a building where you can safely drop a nonlethal object (say a tennis ball) with one person dropping the object and the other watching from ground with stop watch. Perhaps you can perform the experiment from various stories in your building. Based on your experiment and the height of the bridge, predict how long it would take on the bridge.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: gravity, free fall, time vs distance graph
|GROUP #: 11
MEMBERS: Fredrick H. (Halleck), Eliyahu S. (Halleck), RAHSHAWN B.
(Reitz), OMAR G. (Reitz)
PROJECT DESCRIPTION: How many people (cars, trains, bikes, and walking) use the bridge daily, weekly, monthly, yearly? How has that number changed since the bridge first opened?
HANDS ON COMPONENT: Slide show of the bridge at various stages of its life, highlighting different types of transportation. NOTE: You will need to give appropriate credit for any pictures you use from the internet or other sources. The research librarian in the library might be a good source for help in finding pictures.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: efficiency of various modes of transportation, traffic congestion
|GROUP #: 12
MEMBERS: Abad L. (Halleck), Jorge S. (Halleck), PAOLO E.
(Reitz), ALEX Z. (Reitz)
PROJECT DESCRIPTION: research how the bridge is built and its structure and attempt to build one out of toothpics
HANDS ON COMPONENT: will build a model bridge with filing folders or straws
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: sequencing of construction, physics of partially built bridges
|GROUP #: 13
MEMBERS: Jose B. (Reitz), Gretchen V. (Reitz), SOHANA H.
(Halleck), *Hibba A. (Halleck)
PROJECT DESCRIPTION: Comparison between the Brooklyn and Manhattan bridges in height, length, and width (and WEIGHT)
HANDS ON COMPONENT: Simple but proportionate models of both bridges, allowing comparison of dimensions.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: proportions
|GROUP #: 14
MEMBERS: Candice W. (Halleck), Bibi U. (Halleck), TAMIKA C.
(Reitz), KATARZYNA S. (Reitz), BENJAMIN F. (Reitz)
PROJECT DESCRIPTION: Create a brochure on the significant aspects of the Brooklyn Bridge incorporating the mathematical aspects that were used to construct and build the bridge, as well as its history. Interview several people (possibilities include: engineer, tourist, historian) to obtain information.
HANDS ON COMPONENT: Brochure highlighting historical, engineering, and other features of the bridge.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: physics of bridges
|GROUP #: 15
MEMBERS: Ana V. (Reitz), yudi W. (Reitz), GABRIEL D.
(Reitz), ERIC L. (Halleck), *Sandy W. (Halleck)
PROJECT DESCRIPTION: Project on brooklyn: the different trains that can take us to school. Compare trip to/from school for each group member, including length of trip, type of transportation, etc. Create a posted illustrating this, with photos and data.
HANDS ON COMPONENT: poster showing routes travelled by various group members to school
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: efficiency of various modes of transportation, traffic congestion
|GROUP #: 16
MEMBERS: Lucy A. (Reitz), Man Chung A. (Reitz), Nathan C.
(Halleck), Nicole W. (Halleck)
PROJECT DESCRIPTION: Topic: Compare Brooklyn Bridge and Mahhatant Bridge
1. Distance by (walk/ bike/ drive)
2.Distance between the river and the bridge
3.how long it took to finish building these two bridge.
HANDS ON COMPONENT: ?suggestion: since one group will already do a physical comparison, how about if you compare the labor and technology that were used in their construction. For hands on activity, you could build a model of one important machine used in construction for each of the bridges.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: ? basic physics of levers as well as more advanced machines
|GROUP #: 17
MEMBERS: Diana G. (Halleck), aubrina H. (Halleck), GEORGE D.
(Reitz), MICHAEL J. ()
PROJECT DESCRIPTION: Compare the Brooklyn Bridge with Williamsburg Bridge.
Research how long it took to built both bridges and what kind of materials were used.
|GROUP #: 18
MEMBERS: Shakirah G. (Halleck), Chyna H. (Halleck), DIEGO G.
(Reitz), SYLVESTER T. (Reitz)
PROJECT DESCRIPTION: walk the wooden planks of the bridge.
We have 2 project ideas just in case on doesn’t fly through. Both ideas are based on research of the relationship of The Promenade that is parallel to the Hudson River. Idea one is to find the trigonometric relationship of the promenade to the bridge from a viewpoint and idea 2 is a seasonal idea: to find how many Christmas reefs and Christmas reefs will be needed to line the Brooklyn Bridge and Promenade if each reef is 25 feet apart and each Christmas light is 3 feet apart.
HANDS ON COMPONENT: lighting, functional vs decorative. Investigate what functional and decorative lighting exists on the bridge, all year round and seasonal. Make a model of the bridge, in particular with the lighting. Propose your own lighting scheme, both year round and seasonal.
MATH, PHYSICS OR OTHER SCIENCE COMPONENT: Tthe power usage and cost of functional and decorative lighting. How many tons of CO2 are poured into the atmosphere each year to generate the needed electricity?