Secondary project briefs (ages 11+)


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.


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:


England

Northern Ireland

Scotland

Wales


To browse the briefs, click the buttons below or scroll down.

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Silver Grand Challenges

  • Text
  • Industrial
  • Hydrogen
  • Ageing
  • Challenges
  • Crest
  • Solar
  • Reduce
  • Materials
  • Methods
  • Mobility

AI and Data | Clean

AI and Data | Clean Growth | Future of Mobility Active travel Project brief In this project you will use data from Transport for London or Google Maps to develop a tool and accompanying campaign which encourages people to walk or cycle more. Begin by making a list of the benefits of, and barriers to, active methods of travel such as walking and cycling. Are there any particular barriers in your local area? Research examples of tools used by Transport for London (TfL) to encourage walking and cycling. For example, Transport for London’s walking map, Santander cycle hire scheme, Legible London street signs. Look at similar examples in your local area such as other cycle hire or walking schemes. Carry out an initial survey of students in your school to see how many walk or cycle each day. Make a list of ideas to encourage more students to walk and cycle to school. You could adapt one of the tools created by TfL for your area or come up with your own idea. For example, you could create a walking times map for your local area or a walking signage to show places accessible on foot from your school. What data will you need to make your tool work? You could use estimated journey time data or distances from TfL journey planner or from Google Maps. You could plan and deliver an ‘active’ travel campaign at your school to launch your new tool and encourage students to walk or cycle to school as regularly as possible. Evaluate your tool and campaign by measuring how effective it was. Has there been an increase in the numbers walking and cycling to school? Carry out a repeat of your initial survey. Things to think about • Who is your target audience and what are their needs? • How will you test if your tool works? • Are there any ethical considerations? Is it accessible for everyone? • If you had access to more data what other tools would help? Useful resources • tfl.gov.uk/corporate/abouttfl/improving-air-quality • googlemaps.com • tfl.gov.uk/info-for/schools-andyoung-people/teachingresources/walk-about-talkabout • tfl.gov.uk/modes/walking/ 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 science.cleapss.org.uk/Resourc es/Student-Safety-Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • include road safety awareness in your campaign and make sure other students follow this; • 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. 12

AI and Data | Future of Mobility Smart lamppost Project brief In this project you will design a new piece of smart street furniture to help save energy, monitor air pollution and meet the needs of the local community. Find out what smart street furniture is. You could start by researching smart lampposts; find out how they work, what functions they have, what data they collect and where you can find them. What do you think the benefits are to the local community and for the environment? How are streets lit in your local area? Do the lights stay on all night? Are there areas with no street lights which make people feel unsafe? Make a list of features that might be useful on a piece of smart street furniture in your local area. Consider who lives there and what their needs might be. Where would be the best location? You could carry out a survey amongst students or community members to find out. Using your research and survey results, design a new piece of street furniture for your local area. Consider how you will ensure it is useful and accessible for people of different ages. Make a scale model or set of drawings of your design, along with an explanation of how it would work, where it would be positioned and how you have made these decisions. Plan how you will evaluate your idea and gain feedback from your target audience. Things to think about • Who is your target audience and what are their needs? • How will you test if your product idea works? • Is it accessible to everyone? • How will it be powered? • Where would you position your smart furniture? Useful resources An introduction to smart lampposts: • intelligenttransport.com Look for more articles on these sites: • newscientist.com • wired.com History of street lighting: • theguardian.com/cities/2014/no v/13/sci-fi-future-lamp-postsstreet-lighting 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 science.cleapss.org.uk/Resource s/Student-Safety-Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • show your plan and risk assessment to your teacher before you begin any practical work. • 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); • check your plan for using tools and materials with a teacher before beginning any practical work; • make sure your teacher agrees with your plan and risk assessment. 13

Bronze level

Ten hour projects recommended for ages 11+. Find out more about this level and how to gain a CREST Award on the Bronze Awards page.


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Bronze

Silver level

Thirty hour projects recommended for ages 14+. Find out more about this level and how to gain a CREST Award on the Silver Award page.


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Silver

Gold level

Seventy hour projects recommended for ages 16+. Find out more about this level and how to gain a CREST Award on the Gold Awards page


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Gold