Click the link to view the full version: How Did a Car Fault After a Rainstorm Become the Starting Point for Her Gold CREST Award?
For R. Wu, a grade 12 student at WASCZ, the answer began with a car fault during a rainstorm.
After asking how water could be prevented from entering a car’s air-conditioning system, R. Wu spent eight weeks conducting independent research, comparing materials, designing experiments and carrying out repeated tests. She completed her research project, “Waterproof Protection for Automotive Air Conditioning Cases”, and earned a Gold CREST Award for her work.
About CREST Awards
CREST Awards is a STEM (Science, Technology, Engineering and Mathematics) programme created by the British Science Association (BSA). It aims to inspire young people to think and act like scientists and engineers. Students are encouraged to choose projects and approaches that interest them and carry out their own experiments and research. CREST Awards are widely recognised by leading universities, including the University of Oxford and the University of Cambridge, offering students a distinctive strength when applying to universities overseas.
WASCZ has previously been accredited by CREST Awards as an International STEM Literacy Education Hub, reflecting our commitment to advancing STEM education and providing students with opportunities and support through the internationally recognised CREST Awards programme.
How did she turn an idea from everyday life into a practical solution? Let’s explore the origins of her project.
01.
From Observation to Practice:
Success Built Through Iteration
R. Wu’ project began with an ordinary family trip. Caught in a sudden rainstorm, her family’s car developed an air-conditioning fault after rainwater entered the system, accompanied by a strong musty smell. The experience sparked her curiosity.
Further research revealed that water entering the air-conditioning housing can cause metal components to corrode, while prolonged moisture can create conditions for mould growth and potentially affect respiratory health. “When I connected my personal experience with news reports and academic literature, I realised this was a widespread problem worth investigating,” R. Wu explains. This led to a further question: could there be a more effective way to prevent rainwater from entering a car’s air-conditioning system?
Her research began with material selection. After comparing a range of materials, she chose waterproof polyurethane foam for its hydrophobicity, flexibility and mouldability, and began testing its suitability. The challenges soon became more complex. It was no longer simply a question of whether the material could prevent water ingress, but whether it could be effectively applied to an automotive air-conditioning housing. Issues including dimensional variation after moulding, unstable material mixtures, moisture appearing around the edges during spray tests, and limited time for observing mould and corrosion data emerged one after another.
Rather than giving up, R. Wu investigated the causes, conducted on-site research at a car factory, and drew on extensive industry data and academic literature to refine her solution through repeated testing. After three formal waterproof tests, all samples in her experimental group achieved zero water ingress.
Writing up the research brought another challenge: how to present and substantiate her findings clearly. Mr Shaikh, R. Wu’s Engineering, Design & Technology teacher and project tutor, provided key guidance. “He helped me structure my argument, explain my methodology, and make sure my analysis and conclusions were clearly supported by the experimental data,” R. Wu says. This made her research more rigorous and robust.
“Many of these problems only emerged through hands-on work — they were not things I could have anticipated in a classroom. Looking back, it was the process of identifying problems, making adjustments and testing again and again that made my results more convincing, while also strengthening my ability to identify root causes and solve engineering problems step by step,” R. Wu reflects.
02.
Recognition and Motivation
to Go Further
“Winning a Gold CREST Award is a significant STEM achievement in the UK. It assesses far more than whether students arrive at the correct answer. It also recognises the resilience, independent research, creative thinking, rigorous methodology and ability to communicate complex ideas demonstrated throughout the project,” explains Mr Shaikh.
Throughout the project, R. Wu’s independence particularly impressed him. “She worked consistently to identify and solve problems rather than giving up easily. This kind of scientific thinking is exactly what leading universities value.”
R. Wu was also surprised when she received her award. What began with a small experience from everyday life had developed into a project worthy of such recognition. “This award motivates me to continue exploring and researching,”she says. “It has shown me that I can independently take a research idea through to completion, and encouraged me to think about where I could take the project next — such as testing more car models or exploring the real-world applications of bio-based materials.”
Since joining WASCZ in grade 9, R. Wu has maintained a strong passion for engineering and science, while continually developing her creative thinking through hands-on experiences. In the Automotive Engineering ECA, she built a go-kart from scratch, explored the engineering principles behind each component and then took on the challenge of driving it on the track. At the school’s Science Fair, she worked with classmates to create an interactive science exhibition themed “The Moon”, turning classroom knowledge into a more engaging learning experience.
“WASCZ has given me so many opportunities to learn through ‘doing’. In STEM, it’s not just about learning theory in the classroom, but having the opportunity to turn ideas into practical solutions and test whether they can work in the real world,” says R. Wu.
03.
STEM Education:
Developing Future-Ready Skills
“STEM is about far more than science. It teaches students how to break down complex challenges, learn from failure, collaborate with peers and mentors, and adapt their approach when a solution does not work. Developing problem-solving skills, resilience, teamwork and creative thinking is essential for any university pathway or future career,” Mr Shaikh explains.
At WASCZ, STEM learning extends far beyond the classroom. A wide range of STEM-related ECAs, including Automotive Engineering, Genetic Engineering and Robotics, gives students opportunities to explore different fields. Practical initiatives such as STEM Days and Science Fairs encourage students to work collaboratively on scientific challenges, while educational and industry visits, together with visits from experts in emerging fields, introduce students to global developments in STEM.
Combined with project-based learning in the classroom, these diverse opportunities form a comprehensive STEM learning ecosystem at WASCZ, enabling students to develop future-ready ways of thinking and essential skills through real-world experiences.
Every question can be the starting point for deeper exploration; every practical experience can be an opportunity for growth. We encourage students to remain curious in the face of the unknown and have the courage to put their ideas into practice — a powerful expression of WASCZ’s holistic approach to education through STEM. We believe that every child who is willing to explore can discover their strengths, unlock their potential and forge their own bright path.
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