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.
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Go green Project brief Cities are both one of the biggest causes of climate change and one of the most affected areas. Green spaces and ‘greening the urban environment’ have a number of environmental benefits, including providing refuge from air pollution and cooling temperatures in cities. In this project, you will design your own green urban space and think about the best way to communicate your ideas, Imagine you are a city planner who has been asked to add a green space in the city. The space will counteract air pollution, help cool the city and provide a green environment for people to travel through and spend time in. First, carry out some research on green spaces, including their benefits and what they usually contain. This might include specific plants and water spots. Get an idea of where you’d like your green space to be, and why. Once you have an idea of what you’d like to be included in your green space, draw some designs of how you’d like it to look and what materials you’d like to use. You probably need a few different designs to ensure you get the most out of the green space. Once you have chosen your design and materials, think about creating it either as a model or using a design programme on the computer. You ideally want to find the best way to present your ideas. Create a proposal for the council of the city you have chosen, explaining the research and science behind your ideas. Think about the best way to present these ideas, including the background to the research. Things to think about • What green spaces already exist in your chosen city? • How will you sell the idea of your green space? • What key information are the council likely to need to persuade them to choose your green space? • Will you need planning permission for your green space? • Think about the benefits your green space will provide – could different elements of the green space provide different benefits? Useful resources Urban green spaces: who.int/sustainabledevelopment/cities/healthrisks/urban-green-space/en/ Research on urban cooling: forestresearch.gov.uk/research/urba n-trees-and-greenspace-in-achanging-climate/the-role-of-urbantrees-and-greenspaces-in-urbanclimate-regulation/ Planning for green infrastructure: interregeurope.eu/fileadmin/user_upl oad/tx_tevprojects/library/file_15511 05810.pdf Planting greenery on roofs: domain.com.au/news/plantinggreenery-on-roofs-can-help-improveair-quality-inside-buildings-study- 829794/ Urban trees: fastcompany.com/40589994/urbantrees-can-store-almost-as-muchcarbon-as-tropical-rainforests Urban trees: mnn.com/earthmatters/climateweather/blogs/trees-are-not-sosecret-weapon-keeping-our-citiescool 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 by using science.Cleapss.Org.Uk/resources/ 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 your teacher agrees with your plan and risk assessment. 10
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