CREST Bronze 项目资料库

EnglishCREST Bronze Awards engage and inspire a wide range of students, and introduce them to the language and methods of project work. The flexible framework can be adapted for students of different ages and abilities. Bronze projects: • Involve a minimum of 10 hours of work on one project area. • Use scientific and/or technical knowledge appropriate to students aged 11 to 14. • Students share their project outcomes with their peers, for example through a display, assembly or poster. • Have active support from an educator: guiding students but allowing them to make decisions for themselves, reviewing progress regularly and supporting planning to maintain the pace of progress. Look on the CREST Awards website for further information about project ideas, CREST accredited schemes and how to support your students: www.crestawards.org.

EnglishCREST Bronze Awards are very flexible, and can be delivered in a number of ways: • You or your students can come up with your own ideas for a project to investigate. This could link to other activities in your school. • You could use the ready-made plans and resources available on the CREST website. • You could arrange for an external education provider to run a Bronze project with your students, at school or at another location such as a museum. Information about accredited schemes is available on the CREST website. Recording student projects You should decide at an early stage how students will record their work. They can: 1. Use a CREST Bronze workbook Workbooks provide a structured way to record projects and guide students through the project process. They include the information requested in the student profile and relate directly to the CREST criteria. Students should gather enough evidence of their project and thought processes to submit for a Bronze Award. Every student in a team project should complete a workbook. 2. Complete a student profile and their own project report Students may write their own report or present through video or blogs. Additional support may be needed; where significant support is required, a workbook may be more suitable. Students complete a Bronze student profile alongside the report to show how they meet every criterion. Teams may create one joint report, with an individual profile for each member. 3. Record the work in an accessible way Educators may use discretion. For example, record the student working and ask a supporting adult to complete the profile; provide a scribe for the workbook; or use in-person interviews.

EnglishA teacher or technician in a school or college, or a home educator, can assess CREST Bronze Awards. Ideally, the assessor should not be the same person who facilitated the project. They need: • The project work: either the Bronze workbook, or a project report and student profile. • The assessment criteria. • Student details such as age, disability and special circumstances. The assessment aims to: • Confirm all students contributed at least 10 hours. • Confirm the subject knowledge and skill level is appropriate for the student's age or ability. • Confirm the students did the work themselves. • Assess the project against the CREST criteria. How to assess: 1. Review the students' materials against each criterion. Take age and special circumstances into account throughout. 2. Discuss the project with the student, focusing on areas where more evidence is needed. Confirm the level and length of the work and that the students completed it themselves. Possible actions: • 11 or more of the 15 criteria met: award Bronze. • 5–6 weak areas: request further information or work. • 6 or more weak areas: consider not awarding. • Many criteria met at an advanced scientific level and 30 or more hours spent: consider submission for Silver. 3. Add the results to the project in the CREST account.

EnglishExpectation: The student defined and clearly communicated the overall aim and broke it into smaller, achievable objectives. Example: The aim is to investigate the causes and consequences of dehydration and learn what oral rehydration treatments are made of. Objectives: complete a successful investigation; learn about a new topic; practise practical science skills.

EnglishExpectation: Explain the wider purpose and give real-world applications. Example: This project is important because dehydration is an issue across the globe. Developing better treatments may help thousands of people.

EnglishExplanation: This criterion concerns how the whole project will be achieved, not just the method for an experiment. CREST projects can take different forms. Expectation: Describe and evaluate several possible approaches. Example: I could do an experiment or a survey. An experiment provides primary data to evaluate, but may take a long time and equipment could be costly. A survey allows many responses quickly and may make results more reliable, but it measures what people think, which may differ from the truth.

EnglishExplanation: State the high-level plan and reflect on and justify choices. Expectation: Summarise the approach and give a simple justification. Example: I will complete research and then undertake a practical investigation. This is the cheapest and quickest way to achieve the aim. I will then analyse, conclude and decide how best to communicate my ideas.

EnglishExplanation: Evidence of planning is required. Bronze needs explicit dates, timings or a timeline; merely saying that planning occurred is insufficient. Cover planning, research, data gathering, analysis, conclusions, reflection and presentation. Expectation: Break the project into a rough timeline with timings. Example: I am working alone and will use an after-school club: 2 hours for planning, 2 for research, 4 for practical work and 4 for presentation or report editing. I may run over, so I will attend every club through the end of term.

EnglishExpectation: Use resources and people made available. Example: I used the school science lab and the IT suite during lunch. My teacher helped when I had a problem and encouraged me to finish.

EnglishExpectation: Research background information and refer to it in the project. Most sources will be secondary sources such as books and websites. Example: We researched in the school library, used books such as “Electrical circuits”, and websites such as BBC Bitesize.

EnglishExpectation: Make logical conclusions and link them to the wider world. Example: Research shows that water, salt and sugar are the main components of oral rehydration solutions. This makes sense because dehydration involves losing water, salts and sugars. Better understanding may improve treatment.

EnglishExplanation: Show reflection in the form “I decided to do X and this changed my project in these ways.” Expectation: Understand how the project went and how actions changed the outcome. Example: My project was a mixed success. I achieved my aim by researching causes and testing therapies, but the experiments were difficult and took a long time, so I could not repeat them as much as I wanted.

EnglishExpectation: Explain what was learned and give ways to improve. Example: I learned about dehydration and treatment, developed research and practical skills, and became more confident working independently. The project could improve by repeating each test at least three times and calculating an average.

EnglishExpectation: Subject knowledge and project complexity should be at Key Stage 3 / Level 1; Scottish 3rd/4th level, First Year to Third Year (S1–S3); or IB Middle Years Programme level.

EnglishExpectation: Make decisions about project progress with ongoing educator or mentor support, and follow instructions for safe and ethical work. Example: Mr Rodriguez suggested Benedict's solution to test for sugars and helped plan safe experiments. We wore lab coats and goggles and washed our hands. An ethical limit was that we could not test on a dehydrated person.

EnglishExplanation: This criterion draws on Bloom's taxonomy. Bronze evidence should show “understanding” and “applying”. Expectation: Apply understanding of directly related subject matter and ideas to achieve the aim. Example: I used existing knowledge and research on aeroplane wings to create different wing designs for my glider.

EnglishExplanation: A project is unlikely to be problem-free. If no problems occurred, describe potential problems and how they were avoided. Expectation: Consider problems and resolve them with simple, effective solutions. Example: I had problems with the practical work, but asking my teacher for help made it easier to complete.

EnglishExpectation: Communicate the project understandably. Use a structure and, where relevant, images, graphs and tables. Organise the project; support points with examples and evidence; proofread and/or practise the presentation so it is understandable and free of simple mistakes; use images, graphs and tables where appropriate.

EnglishUse this workbook to plan, record and evaluate your project. Complete sections as the project progresses. Electronic boxes expand for as much detail as needed; when writing by hand, attach extra sheets if necessary. 1 — Planning: set an aim and develop ideas for achieving it. 2 — Throughout: explain what you did, how you organised the project and what you found. 3 — Finalising: reflect on what you did and learned. Top tips: • Record each session to discuss with your teacher and track progress. • Ask your teacher or project lead if you do not understand something or the project is not going as planned. • The idea does not have to “work”, but you must explain why it did or did not work. • Do not upload identifying documents or images, such as photos of you or classmates or personal contact details. Fill in: student/team members' names and project title.

English1.1 Set a clear aim. What do you want to do, make or find out? Can you break it into smaller steps or objectives? 1.2 Why do you want to do the project? How does it link to everyday life? Does it affect you or people you know? 1.3 What different ways could achieve the aim? Put the aim in the centre of the idea map and ideas around it. Attach extra drawings or diagrams if needed. 1.4 What can you find out about the project idea? Has anyone completed something similar? What did they do and where did you find the information? Record “What I found out / Where I got the information”. 1.5 Which idea is the best way to achieve the aim? 1.6 Why did you choose this idea or approach? Explain with words or diagrams.

English1.7 Every project needs some kind of test or research: a scientific investigation, testing a design, testing whether communication works, or testing research validity. Testing is important and may lead you to change or add ideas. Tests should be as fair as possible and consider all variables. Complete “What I will test / How I will test it / How I will control the variables”. Example: test how baking soda amount affects bath-bomb fizzing time. Make bath bombs with different amounts and place them in water; keep the tub size, water volume, water temperature and weight of other ingredients the same. 1.8 Stay safe. What health and safety risks exist? How will you minimise them? Check plans with your teacher.

EnglishAfter planning, break the project into tasks and organise: when each task must be completed; who is responsible and who may help; and what resources are needed. Keep any final deadline in mind. 2.1 Use and update a table with task, responsible person, help needed, resources, deadline and finished status. This helps identify when technicians, teachers or mentors are needed so they can plan their time. Example: decide which practical tests to perform on the product. Sarah is responsible; the teacher will show available equipment; access to the school labs is required; deadline is the beginning of February; completed 5 February. 2.2 Record what you do: detailed research, diagrams, methods, photos, videos or blog links. Include decisions made to overcome problems and how those decisions were reached. 2.3 Record results and what they mean. Were they expected? What did you learn? Record changes to plans or ideas based on testing.

EnglishThinking about what you have done is an important part of CREST. Use these questions at the end. It is acceptable to say that something was not understood or achieved. 3.1 Was the project successful? Why? What went well? Did you meet the original aim, and how? 3.2 What impact could the project have on other people? Does it relate to environmental issues or offer a solution that may improve lives? 3.3 What would you do differently next time, and why? What could make it better? 3.4 What did you learn? What do you know or what can you do now that you could not at the start? How did that learning help? 3.5 How will you communicate the project, and to whom? Who would be interested and what is the best way to share it? Page 8 provides optional space for further notes, drawings and reflections.

EnglishComplete: student or team member's first name, CREST Award level, project title and mentor name. This profile is suitable for Bronze, Silver and Gold and must be used with the corresponding student guide. Complete and submit it with the report. It is a submission requirement and an opportunity to show the assessor clearly how the criteria were met and to reflect on the project. For group work, every individual must complete and submit a separate profile.

EnglishAfter the project, add further thoughts and evaluate each stage of the process. The Gold student guide gives an example. Continue on another sheet and use diagrams or pictures if needed. Reflect on: • How the project was successful or unsuccessful. • What you learned. • What impact the results might have on others or the wider world. • What you would do to improve the work. • How you would develop the project in future. Mentor section: What role did the mentor have? Ask the mentor to sign and date the form to confirm that the project is the student's own work. Page 5 provides optional space for further notes, drawings and reflections.

English1. CREST Project Presentation Choose ONE: Water Distillation | ATM | Microscope 2. Bell work What should you write for project title, aim and research? 3. Bell work Which project will your team choose to present? WALT: create a clear CREST display board. 4. WILF The board should include: project title, aim, research, plan, method, results, conclusion, evaluation and real-world connection. 5. Bell work How can you be successful in finishing your board today?

English6. Project Title Clear, descriptive title of your project. 7. Aim What are you trying to find out in your build? 8. Research Background science and key information. 9. Plan What information did you learn from the PPT before you started? 10. Method A step-by-step plan showing how you were able to build your design. Example: Step 1: look at the instructions… Step 2… Step 3…

English11. Results What happened? Observations. 12. Conclusion What did you learn? 13. Evaluation What worked well? What would you improve? 14. Real World Impact Why is this important in real life? 15. Images / Diagrams Photos and labelled diagrams of your project.