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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Clean Growth Wind Power Activity created by Project brief In this project you will investigate wind power as a sustainable energy source and design a simple wind turbine capable of lifting a cup off the floor up to bench height. Over a third of the world’s population have no access to electricity. Because it is vital in lifting people out of poverty, the UN identified affordable and renewable energy as one of the Global Goals to solve poverty by 2030. List all the things you use electricity for in a typical day. Think about all the different ways in which electricity is generated, including renewable energy. Do some research to find out more about the advantages and disadvantages of different sources. Use your STEM skills to design a simple machine that uses wind (from a hairdryer set to cold) as the power to turn blades and lift a cup off the floor. Think about the design of the blades, how to attach the blades to a shaft and how to attach your machine to the desk. Test your machine then try adjusting size, number, shape thickness and angle of the blades and test again. After each test, record what works and what could be improved. Think about how to make testing different designs a fair test, e.g. ensuring the hairdryer is a fixed distance away from the blades. How could you make your design more sustainable, for example, by changing the materials you used or the amount of material? Things to think about • What happens when you increase the size, shape, thickness, angle or number of the blades? • Could you rely solely on wind power to generate electricity for your home? If not, why? • What materials could you use for a full-size version? • Where would be the best place for a wind turbine in your school or local area? • How do you think access to energy would change the lives of people living in the mountains of Nepal? 12 Useful resources • practicalaction.org/energy-and-theglobal-goals • practicalaction.org/energy • practicalaction.org/global-projectideas • globalgoals.org/7-affordable-andclean-energy • youtu.be/usISdE-WSWU Materials • Scrap card • Sellotape • Masking tape • Blu tack • Split pins • Pencils • Scissors • String • Paper/plastic cup • Weights (gram weights or pennies) 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/Resources/St udent-Safety-Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • Ensure the hairdryer is set to cold • 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.
AI and Data Fighting fires with the Internet of Things Activity created by Project brief In this project you will explore the needs of a modern firefighter, their working environment and the equipment they use. Using this research, you will generate a design for a new product which uses data collection to enhance the efficiency and/or safety of firefighters and those they help to protect. The Internet of Things is a network of connected devices such as cameras, vehicles, and sensors which interact, exchange data and automate tasks. This exchange of data and automation of tasks can be used by firefighters to help them do their jobs more safely and more efficiently. Do some research to find out more about the Internet of Things, what it is and how it is being used. Find out about the types of tasks firefighters do. When they aren’t working to put out a fire, what other tasks do they do as part of their job? Once you have a clear idea of the tasks that firefighters undertake, record the environments that they work in, the types of equipment that they currently use to do these tasks and the challenges or problems they face. Using your research, think about where the Internet of Things or connected devices could make firefighters’ jobs safer and more efficient (saving time, materials, money). You might choose to improve a piece of existing equipment or invent a completely new one. Record all your ideas and decide which one you would like to continue to develop. You could use materials like cardboard, paper, textiles and sticky tape to create a model of the final idea. If you have support from a teacher or mentor, you could try prototyping how the data collection part of your idea will work using a micro:bit or another programmable controller. Things to think about • When they aren’t working to put out a fire, what other tasks do fire fighters do as part of their job? • What tasks would a machine be better at than a human? • What do you think the role of a firefighter will be like in the future? • Could you contact a firefighter to see what they think of your idea? Useful resources • stemlearning.wistia.com/med ias/i58xdbw1ma • Programmable board (i.e. micro:bit, crumble etc.) • Contact with a fire station visit or professional firefighter 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); • check your plan for using tools and materials with a teacher before beginning any practical work; • make sure your teacher agrees with your plan and risk assessment. 13