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.
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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/).

Clean Growth | Future of

Clean Growth | Future of Mobility Alternative fuel flights Activity created by Project brief In this project you will investigate the current use of sustainable and alternative fuel sources for air travel and research their potential for growth, and current limitations. Start by looking at how many flights there are daily, annually and how many of these are sustainable/alternative fuel flights. You could use a flight radar website to do this. Decide how you will approach the project and the resources you could use for your research. These could include interviews with experts in the industry, company websites and government legislation. You should compare the strategies of at least two different aviation companies in your research. Ask your teacher to help you contact an expert in the aviation industry or a university researcher specialising in aviation technology. Prepare some questions for them to find out more about the latest developments in their field of work or research. Research current and alternative aviation fuel sources currently being considered to power commercial aviation to 2050. Consider why alternative aviation fuel technologies are required and how these link to government environmental targets. Investigate at least three alternative/sustainable fuels which are currently being used or developed for future use. Using your research decide what you think the future will look like for the aviation industry. Create an A3 poster to present the findings from your research. Things to think about • Why do we need to have a sustainable aviation industry? • Why do we need to consider alternative aviation fuel? • What are the negative impacts on the environment of aviation? • What is the industry doing to minimise the impacts on the environment? • Which are the most interesting alternative fuel sources/sustainable sources of fuel being developed? Useful resources Aviation company websites: • ICAO • IATA • CORSIA • Boeing • Airbus • flightradar24.com/60,15/6 • icao.int/environmentalprotection/GFAAF/Pages/de fault.aspx 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/Resou rces/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. 14

AI and Data How could AI prevent infection? Activity created by Project brief In this project you will design an app which monitors health and lifestyle to identify, as early as possible, the likelihood of a person developing a disease which affects the immune system. These diseases increase the susceptibility to infection from multi-resistant bacteria. Start by researching disease areas which affect the immune system (e.g. diabetes and cancer) using your text book or online. Choose one of these to focus your project on. Ask your teacher to put you in touch with a relevant professional working in pharmaceuticals or healthcare. Find out how the disease impacts on the immune system and how it might put patients at risk of an infection from multi-resistant bacteria. Find out what steps can be taken to reduce the risk of developing the diseases. Use your research to design a concept for your app. Identify what data you would need to track to monitor susceptibility to the disease, e.g. waist circumference as one identifier of risk of Type 2 diabetes. Consider what alerts the app could send the user to reduce risk of developing the disease. Produce a wire frame for your app showing the user facing screens and annotate it to explain how it would work. Things to think about • Who will benefit from reduced susceptibility to infection from multi-resistant bacteria? • What are the risks and ethical issues to using an app to identify those at risk of developing a disease? • How will your app differ from those health-related apps which have already been developed? • Who would use your app and would it be accessible to everyone? • What steps can society take now, to reduce future risk of developing diseases which weaken the immune system? Useful resources • abpischools.org.uk/topic/antimicrob ial-resistance • abpischools.org.uk/ • abpi.org.uk/what-we-do/globalcampaigns/we-wont-rest/for-thechance/ • antibioticguardian.com/keepantibiotics-working/ • improvement.nhs.uk/resources/fight ing-antimicrobial-resistance/ • euro.who.int/en/healthtopics/diseaseprevention/antimicrobialresistance/news/news/2018/11/ofall-human-diseases,-60-originate-inanimals-one-health-is-the-only-wayto-keep-antibiotics-working • youtube.com/watch?time_continue= 6&v=zbV7Y_j3s9M • youtube.com/watch?time_continue= 1&v=SfT79NaQoIE • apps.beta.nhs.uk/?page=1 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/Resources/St udent-Safety-Sheets/ • assess the risks (think about what could go wrong and how serious it might be); • keep in mind the potential sensitivity of this topic; • pay attention to any disclaimer on the suggested websites above; • 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); • take care if collecting any personal data in your survey; • make sure your teacher agrees with your plan and risk assessment. 15

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.


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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.


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