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.
To browse the briefs, click the buttons below or scroll down.
Click to edit project description www.crestawards.org
Page 1 of 2 Hit-and-run investigation In a hit-and-run accident, the offending vehicle is driven away, but evidence is left behind in the form of skid marks and pieces of the vehicle. This evidence can help to identify the vehicle involved. In this project you will take on the role of accident investigators and interpret clues about what happened. Getting started Imagine you are at the scene of a hitand-run. What evidence do you think you might find? Apart from skid marks and broken lights, what evidence do you think a crash vehicle might leave at the scene or take away from the scene, that wasn’t on the vehicle before? Think about how you would show that a suspect vehicle matches evidence left at the scene. Investigating skidding: Depending on facilities, including safety equipment, this could be an outdoor investigation with a bicycle, or a laboratory exercise with models. For simplicity, define a skid as sliding across the surface without the wheels going round – not necessarily leaving a skid mark. Think about what factors affect skidding. You will need to control these during your experiments, to make sure that you are altering only one factor at a time. Devise a procedure for investigating how mass and speed affect the length of a skid. Find out what determines whether a skid leaves a skid mark and what accident investigators can deduce from skid marks. Things to think about You might like to find out how an anti-lock braking system (ABS) prevents skidding. You could find out how to measure, or at least compare, the properties of small fragments of different types of glass and plastics. Possibilities include: Density, Refractive index Optical clarity (degree of transparency) Colour Useful resources Make contact with police or a professional company of accident investigators to find out about the techniques and equipment they use. Identifying materials: The most obvious sign left on the road by a crash is broken lights. Devise simple tests to show how samples from different vehicles can be distinguished for small fragments and larger pieces. Explain how such tests can help to identify the type of vehicle involved in a hit-and-run accident. Click to edit project description Now use your new skills to help solve a hit-and-run case. Try to match ‘Exhibit A’ (a fragment found at the crash scene) with one of ‘B’, ‘C’ or ‘D’ (taken from three different suspect vehicles). Present your evidence clearly, suitable to use in court.