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:
To browse the briefs, click the buttons below or scroll down.
Teacher guide Drought mitigation Drought There are a wide range of different drought mitigation technologies on the market, including products for drought monitoring, better water and crop management, augmentation of groundwater, intensified watershed, reduction in water demand, and water conservation. In this project, students will research different drought mitigation technologies, look at the costs and benefits of these technologies and make recommendations for whether their local community should explore the technology further or not. Prompts • Is your area at high risk of drought? What are the likely consequences of drought in your local area? Which of these consequences are the most problematic? Encourage students to think about mitigation strategies that address the likely impact of drought in their area. • What is the current drought mitigation strategy in your local area (if there is one)? Encourage students to evaluate the current strategy – do they think this is effective? Why, or why not? • Encourage students to think about other implications of their ideas, e.g. cost and infrastructure. Will any of the measures they plan to implement affect local people? How? What might the reaction be? 12
Student brief Drought mitigation Drought (Drought, climate change, water cycle) Have you ever wondered how to mitigate the impacts of drought? Imagine you work for the local council. You are concerned about the pattern of increased frequency and intensity of droughts in your area. Other parts of the country are implementing various drought mitigation strategies such as water-use planning, rainwater harvesting, runoff collection using surface and underground structures, improved management of channels and wells, and exploration of additional water resources through drilling and dam construction. Conduct some research into these options, and create a drought mitigation plan suitable for your local area. Getting started Start finding out about the drought risks in your local area and think about which strategies would be appropriate in light of this. Conduct some research into the current drought mitigation strategy in your area and different drought mitigation plans around the world. Things to think about • Can you make a list of the different types of drought? • Is your area at high risk of drought? • What are the likely consequences of drought in your local area? Which of these consequences are the most problematic? • What is the current drought mitigation strategy in your local area? • Which parts of the world have a similar situation? Are there aspects of their strategies you could incorporate into your own plan? • Why do drought mitigation strategies vary so much? • How can you evaluate which measures from other areas have been successful or unsuccessful? • What are the practical implications of your strategy? Have you thought about cost and who will be responsible for the different aspects of your plan? Where will the money, time and infrastructure come from? • Will any of the measures you plan to implement affect local people? How? What might the reaction be? Useful resources • Historic Droughts https://historicdroughts.ceh.ac.uk/ • Drought Facts http://threeissues.sdsu.edu/three_issues_droughtfa cts04.html#:~:text=Activities%20such%20as%20wate r%2Duse,of%20a%20drought%2Dmitigation%20plan • Mitigation, Preparedness & Response https://www.droughtmanagement.info/pillars/mitig ation-preparedness-response/ • Drought Mitigation Measures: A Comprehensive Framework https://link.springer.com/chapter/10.1007%2F978- 94-015-9472-1_18 • UKCEH Water Resources Portal https://eip.ceh.ac.uk/hydrology/water-resources/ 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 http://science.cleapss.org.uk/Resources/Student- Safety-Sheets/ to 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. 13