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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Page 1 of 2 Make your own fizzy drink Commercial fizzy drinks are fizzy because carbon dioxide has been pumped through them. In this project you will investigate how to make your own fizzy drink using carbon dioxide. You can compare your homemade fizzy drink to fizzy drinks you can buy in the shops. Getting Started Check out the recipes below as examples of how you might make your own fizzy drink. Make sure you do a risk assessment and check this with your teacher. Comparing your fizzy drink to a shop bought one: Buy a fizzy drink the same flavour as yours and compare: What different ingredients do the two drinks have? What do they look like? For example, is one cloudier than the other, or a different colour? How fizzy are they? How much carbon dioxide is given off when you open each bottle? How acidic are they? Measure the pH of the two drinks. What are the shelf-lives of the two drinks? What additives are there in the bought drink? Why do you think they have been put in? The results: How does your drink compare to the bought drink? How could you improve your drink? Can you think of ways to make your improvements? Click to edit project description Write down your method for making your drink so that other people can use it. Things to think about People have also been able to make fizzy drinks for hundreds of years by fermenting them. This is when yeast is used to make the carbon dioxide. Think about how a fermented drink might Find out about fermentation. What’s needed for it to happen and what’s produced? We do not recommend making a fermented fizzy drink yourself, unless supervised by a teacher in a lab. Useful Resources Consider using one of the below recipes for your fizzy drink: • https://littlebinsforlittlehands.com /fizzy-lemonade-science-project/ • https://www.sciencekids.co.nz/ex periments/lemonade.html • https://www.thoughtco.com/fizzy -sparkling-lemonade-made-withscience-607468