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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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.