Bronze Awards are typically completed by students aged 11+. They complete a ten-hour project which is a perfect introduction to STEM project work. Over the course of the project, teams of students design their own investigation, record their findings, and reflect on their learnings. This process gives students a taste of what it is like to be a scientist or engineer in the real-world.
Silver Awards are typically completed by students aged 14+ over thirty hours. Project work at Silver level is designed to stretch your students and enrich their STEM studies. Students direct the project, determining the project’s aim and how they will achieve it. They carry out the project, record and analyse their results and reflect on the project and their learnings. All Silver projects are assessed by CREST assessors via our online platform.
Gold Awards are typically completed by students aged 16+ over seventy hours. Students’ projects are self-directed, longer term and immerse them in real research. At this level, we recommend students work with a mentor from their chosen STEM field of study. All Gold projects are assessed by CREST assessors via our online platform. There are more CREST approved resources that have been developed by our partners and providers specific to your region.
Find out how to build practical CREST projects into secondary science lessons using our free teacher guidance pack. Supporting this guidance are easy-to-use, free-to-download mapping workbooks, which match individual Bronze, Silver and Gold CREST Award projects with each area of the secondary science curricula for England, Wales, Scotland and Northern Ireland. You can download and save your own copy of the relevant mapping workbook via the following links:
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TOP TIPS for students completing a Bronze project 1. Understand the problem Find out more about the Industrial Strategy Grand Challenges and make sure you are clear about the problem you need to solve and the time you have. If you are developing you own project idea, discuss your ideas with your teacher or mentor. 2. Plan your approach Draw or write a plan showing how you will approach the problem, the tasks you will complete, the resources you’ll need and how long you will spend on each task. Ask your teacher or mentor for feedback on your plan. 3. Watch out! Identify any risks to health and safety or ethical concerns you think there will be. Decide how you will limit or overcome these risks. Show your risk assessment to your teacher. 4. Research Consider finding a professional mentor by contacting your local STEM Ambassador hub: stem.org.uk/stemambassadors/ localstem-ambassadorhubs Find out more by doing some research using the suggested links on the project page. Research relevant news articles, blog posts and other media sources. 5. Use your research to improve your plan and generate ideas Use your research to help you come up with a possible solution or to select the best experiments to use in your practical work. 6. Finalise your idea and carry out practical work Carry out any practical work including experiments, surveys, designing and making activities. When testing your ideas, make sure you make it a fair test and record all your results clearly. You could also use photos and a diary to record your project activities. 7. Concluding your project What have you found out by doing your project? Did you come across any problems, how did you overcome them? What is the impact of your project for other people, how could it be developed further? Has it changed how you feel about the Industrial Strategy Grand Challenges? 8. Choose the best way to communicate it Tell others about what you did. You could use a written report, a digital presentation, a blog or a poster display. Make sure you include each stage from planning through to the conclusion. 10
AI and Data How can you create a trustworthy machine? Activity created by Project brief In this project you will select a target audience and create a survey to find out what they know & feel about machine learning and what would be needed to create machine learning systems that people trust. You will then use your survey findings to make recommendations to developers to ensure artificially intelligent computer systems are trustworthy. Consider the following questions. How far would you trust a machine to: • help with your shopping? • teach you a foreign language? • diagnose an illness? • post photos on your social media page? • drive your car? For each one, consider how useful it would be for a machine to carry out the task and what value or risks there might be in using these systems. You need to find out how other people feel about machine learning and what they would consider a ‘trustworthy’ machine too. Do some research into machine learning to find out what it is, how it relates to people’s lives and what people might have different views about. What might computers be able to do for us in the future? What might the risks or opportunities be? Next you need to create your survey. Make sure your questions are balanced and unbiased. Think of ways you could make your survey interesting and engaging and allow people to express their views on a scale. Once you have collected together the responses you will need to present the results and recommendations in an informative way. Things to think about • What do you need to understand about machine learning and AI in order to carry out this project? • What makes systems trustworthy or not? • How much do your audience know about machine learning? • What are people’s main concerns about machine learning? • How important is it to ask the public what they think? Useful resources • royalsociety.org/topicspolicy/projects/machinelearning/what-is-machinelearning-infographic/ • royalsociety.org/topicspolicy/projects/machinelearning/machine-learning-inthe-world-around-youinfographic/ • sciencebuddies.org/sciencefairprojects/references/how-todesign-a-survey Health and safety To avoid any accidents, make sure you stick to the following health and safety guidelines before getting started: • find out if any of the materials, equipment or methods are hazardous using science.cleapss.org.uk/Resou rces/Student-Safety- Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • decide what you need to do to reduce any risks (such as wearing personal protective equipment, knowing how to deal with emergencies and so on); • make sure there is plenty of space to work; • clear up slip or trip hazards promptly; • make sure your teacher agrees with your plan and risk assessment. 11