There are three levels at secondary, Bronze, Silver and Gold.
Bronze is typically completed by 11-14 year olds (key stage 3), students complete a 10 hour project. and is a perfect introduction to STEM project work for young people. Over the course of 10 hours, teams of students design their own investigation, record their findings, and reflect on their learnings, giving them a taste of what it is like to be a scientist or engineer in the real-world.
Silver is typically completed by 13-16 year olds (key stage 4) and, students complete 30+ hours project work. are designed to stretch your students. They are long-term, in-depth projects that are run by the students themselves, and usually consist of 30+ hours of project work. All Silver projects are assessed externally via our online platform.
Gold is typically completed by 16-19 year olds (key stage 5), and students will complete 70+ hours project work. Gold projects are long-term, in-depth projects that are run by the students themselves, and at this level, students are encouraged to collaborate with a CREST mentor – an academic or person from industry with expertise in their project’s theme. All Gold projects are assessed externally via our online platform.
There are many more CREST resources which have been developed by our partners and by providers in your region. Click here for links to CREST accredited resources developed by partner organisations, CREST accredited schemes and education providers who can deliver CREST accredited activities.
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Click to edit project description
How healthy is your spread? In this project you will investigate the fat and salt contents of various types of spread. At the end you should suggest which type of spread should be used by a patient with coronary heart disease. Before you start any tests, you should research the disease. Find out about the effects of high cholesterol and high blood pressure, and what in turn can cause these symptoms. Getting Started You should start this project with some research. Try finding out about the various different types of spread that are available - for example, butter, margarine and their numerous alternatives (low-fat, no-added salt etc.) Things to think about You could search for just how low in fat something has to be before it can claim to be low-fat on its label. Also find out what saturated and unsaturated fat means. Ask people which spread they buy, and ask for their reasons. You now have to choose some spreads to test (about six should be enough). Try to get a wide variety. Find out, from the labels, how much salt and fat each one contains. Write down how much of each fat is saturated and unsaturated. Testing your spread: You’re now going to carry out some tests to find (a) the fat content of your different spreads, (b) the salt content of your spreads, and (c) how unsaturated the fats are in the spreads. • Techniques to try include: • Fat content – Gravimetric analysis • Salt content – Chloride titrations • Unsaturation – Bromine water titration The results: Use the information gained from your results, together with your previous research, to decide which spreads would be best for somebody with heart disease. Explain why. Click to edit project description How did your results compare to the values given on the spreads’ packaging? Can you explain why there were any discrepancies? Suggest some improvements to your methods. Useful Resources You may need some help from your teacher to find out how to do the tests.