Low-resource or low equipment sharing resources

The resources on this page have been selected to support educators in finding CREST project ideas that require little equipment, can be run outside of a lab or at home, and use equipment that doesn’t require much sharing.

Find out more about the different CREST Award levels here: CREST Awards.

At primary level, our curated home learning packs don’t require many resources so they’re perfect to use either in the classroom or at home. For Primary teachers who have CLEAPSS access, we recommend this piece on doing Practical activities within your bubble.

At secondary level, each project brief has an overall challenge, ideas for getting started and a list of resources you might need. Read the health and safety section carefully before you begin. Young people should create a plan for their project and a risk assessment before they begin any practical activity. You can use the CLEAPSS student safety sheets as well as the rest of the CLEAPSS website to help them.

If you are looking for further advice on how to get started with CREST, visit our help centre and check out our FAQs.

If you are looking for ideas for running CREST at home, many of the below resources are suitable, and you can still access our Star and SuperStar Home Learning packs below. If you need further support, check out the CREST at home section of the Help Centre.

To browse the resources, click the buttons below or scroll down.
3 years ago

Gold Grand Challenges

  • Text
  • Industrial
  • Challenges
  • Reduce
  • Crest
  • Materials
  • Ageing
  • Investigate
  • Assess
  • Aviation
  • Mobility
This resource is published under an Attribution - non-commercial - no derivatives 4.0 International creative commons licence (https://creativecommons.org/licenses/by-nc-nd/4.0/).

TOP TIPS for students

TOP TIPS for students completing a Gold project 1. Understand the problem Find out more about the Industrial Strategy Grand Challenge and make sure you are clear about the problem you need to solve and the time you have. If you are developing you own project idea, discuss your ideas with your teacher or mentor. 2. Plan your approach Draw or write a plan showing how you will approach the problem, the tasks you will complete, the resources you’ll need and how long you will spend on each task. Ask your teacher or mentor for feedback on your plan. 3. Watch out! Identify any risks to health and safety or ethical concerns you think there will be. Decide how you will limit or overcome these risks. Show your risk assessment to your teacher. 4. Research Find a professional mentor by contacting your local STEM Ambassador hub: stem.org.uk/stemambassadors/local-stem-ambassador-hubs Find out more by doing some research using the suggested links on the project page. Research relevant news articles, blog posts and other media sources. 5. Use your research to improve your plan and generate ideas Use your research to help you come up with a possible solution or to select the best experiments to use in your practical work. 6. Finalise your idea and carry out practical work Carry out any practical work including experiments, surveys, designing and making activities. When testing your ideas, make sure you make it a fair test and record all your results clearly. You could also use photos and a diary to record your project activities. 7. Concluding your project What have you found out by doing your project? Did you come across any problems, how did you overcome them? What is the impact of your project for other people, how could it be developed further? Has it changed how you feel about the Industrial Strategy Grand Challenges? 8. Choose the best way to communicate it Tell others about what you did. You could use a written report, a digital presentation, a blog or a poster display. Make sure you include each stage from planning through to the conclusion. Remember, science isn’t just about data. The most successful projects will demonstrate good communication skills and show original ideas that address a real-world problem. Even if things go wrong, use this to show what you have learned. 10

Ageing Society | AI and Data Personal assistant Project brief In this project you will design and program an AI personal assistant tool to support an older person living alone. You will need to investigate the needs of older people before selecting the most appropriate basic tool to use and programming it to carry out a specific task. You will need to: • Research the needs of older people living independently; • Identify and assess a range of digital personal assistant tools available; • Design a prototype model or programme of your personal assistant tool and test it with your target audience. You should start by researching current robotic personal assistants such as chatbots available for the home and for the workplace. You could also research the use of artificially intelligent virtual companions. Are any of them currently designed specifically for elderly people? Research the needs of older people living alone. What roles do human carers and other adult support workers play in their lives? If you design a concept for a new AI personal assistant tool you will need to show how the system would collect and use data to trigger actions. Alternatively, you could program an existing device to carry out a specific task to enhance the life of an elderly person. Things to think about • What tasks and decisions can be carried out by a machine? • Will it be controlled by voice, text or visual stimulus? • How would your device enhance life for an older person? • Are there any risks to relying on a digital personal assistant? • What would happen if the data collected by the device got into the wrong hands? Useful resources • theguardian.com/commentisfree /2018/jul/02/robo-carershuman-principles-technologycare-crisis • independent.co.uk/lifestyle/health-and-families/healthnews/the-robot-that-couldrevolutionise-home-care-forelderly-people-stevie-usa8068931.html 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); • think about how data and information on your system will be stored; • when testing your ideas, make sure participants understand the purpose of your project and how you will use the information collected; • 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. 11

Challenges for ages 5-11

These challenges take about an hour each. Once you have completed eight of them you can get a CREST SuperStar Award. Start by downloading the Passport. Children can use this to record each activity they complete.

Our curated packs for home learning require very little equipment or resources, so are ideal now that you are back in the classroom. They also add flexibility as students can finish their Star or SuperStar Award at home, if needed.

Each challenge has an organiser card and an activity card. All the instructions to set up the activity are in the organiser card. Read the 'watch out' section carefully before you begin. Children can use the activity card or you can read it through together.

Find out more about Star and SuperStar levels here.

Back to top

Projects for ages 11-18

Each of these projects take between ten and thirty hours to complete. The project briefs have an overall challenge, ideas for getting started and a list of resources students might need. Before they begin, students should read the health and safety section carefully. Once students have completed their projects, they can get a CREST Discovery, Bronze, Silver or Gold Award. The amount of time spent on the project and how well they met the CREST criteria determines the level students will be awarded.

Start by downloading the relevant Workbook or Profile Form below. Young people can use these to help them complete their project and record their progress.

Young people should create a plan for their project and a risk assessment before they begin any practical activity, which should be checked by a teacher. You can use the CLEAPSS student safety sheets as well as the rest of the CLEAPSS website to help them.

For Bronze projects, once a student has completed their project, you can sign up to assess it and order their personalised certificate here. Bronze assessment is incredibly easy and can also be adapted for at-home learning if needed due to unexpected lockdowns, meaning parents can always assess when teachers cannot. Check out how to assess a Bronze project here

For Silver and Gold projects student work will need to be submitted online and will be assessed by a CREST assessor. Learn more about assessment for Silver Awards here

Find out more about Bronze level here.

Find out more about Silver level here.

Find out more about Gold level here.

Back to top

Managed by:

Supported by:

British Science Association

Wellcome Wolfson Building,
165 Queen's Gate

© 2018 British Science Association