STEM Projects Toolkit 1 To 6

STEM Projects toolkit

Module 1: Getting Started with STEM Inquiry Work

1.1 Welcome
We believe that young people learn a lot about science and engineering by
being scientists and engineers themselves.

We have over 25 years experience of encouraging young people to carry
out their own investigations through our CREST Awards scheme. Over 30,000
secondary pupils of all ages and abilities, from across the UK, gain a CREST
Award every year. CREST Awards are respected indicators of young peoples
own achievements as scientists and engineers, and theyre endorsed by
UCAS for inclusion in personal statements (on university application forms).
Independent evaluation of the CREST Awards scheme
1
shows that it develops
students organisational and practical science projects and gives them a
clearer idea of what its like to work in science, engineering and technology.

So weve seen first-hand the powerful effects of giving young people a
combination of support and freedom: support to help them use the scientific
method, or the design process in engineering and freedom to choose
topics, questions or briefs that are relevant to their lives and interests.
Wed like to see this kind of inquiry-based learning deployed in schools and
colleges more often. Not only can it support students learning in STEM
subjects (science, technology, engineering and maths) but it can also
encourage a life-long interest in these areas. For some students, hands-on
experience of real science and engineering can trigger a desire to follow a
career in the STEM sector a valuable outcome for the UK economy which,
like many others, relies increasingly on the advances generated by the STEM
sectors.

So we were extremely pleased when Intel asked us to develop a resource to
help teachers to carry out enquiry-based project work with their students. This
resource is partly based on a training manual that was originally developed
by members of Intels network of educators in India.

It has been updated and adapted for UK teachers by Linda Scott at the
University of Worcester who has a wealth of experience in helping teachers to
develop their professional practice.

Any teacher or technician working in schools or colleges can use this resource
in full, or by accessing specific sections, to support their personal professional

1

www.britishscienceassociation.org/sites/default/files/root/CREST/CRESTfinalevaluationreport.
pdf
development. It contains advice and guidance about running inquiry based
learning and student project work, and includes some examples of successful
activities for anyone who wants step-by-step support as well as generic help
sheets for more confident users.

There is also a section devoted to participation in STEM Fairs and
Competitions, either through preparing students to present and compete at a
Fair or, more ambitiously, staging a STEM Fair for a single class, school or even
educational community. Again, the advice is accompanied by examples of
successful activities to demonstrate the wide range of possible approaches
and to provide inspiration.

We hope this resource will inspire and guide teachers from the UK and
beyond to give their students the opportunity to learn about STEM through
hands-on, real-world, inquiry-based project work.

Katherine Mathieson, Director of Education, British Science Association,
October 2012

Acknowledgements
Many thanks to all who contributed to this resource, including:
- Michel Dzoga and Iza Pastuszynska, Intel
- Delegates at the workshop held at the Intel Educator Academy in
September 2012
- Adrian Fenton and Katherine Mathieson, British Science Association
- Liz Lister, Amy Mulkern, Michael Bullock, Sven Baszio, Karen Cryan and
Robert Piehl-Fridqvist
- Susie Fisher, Ben Gammon and Roger Titford
- The National Strategies team
- Liz Hind, author of the STEM Fairs toolkit provided by the British Science
Association and supported by Intel

1.2 Introduction:

A 21st century science classroom is one in which every student is equipped to
think for themselves. Problem solving, critical thinking, the ability to carry out
independent research, to collaborate with others, and to communicate ideas
confidently are all curriculum goals of the STEM subjects in the UK.
Student projects have long been recognised as an invaluable component of
contemporary learning and teaching across the science, technology,
engineering and maths (STEM) curriculum areas. However relatively recent
changes to the examination syllabuses in the UK have tended to marginalise
STEM project work, relegating it to the realms of extra curricular clubs and
occasional activities conducted during inter-disciplinary or collapsed
curriculum days.

Although experienced in organising and
supervising student practical work within
mainstream curriculum lessons, many
teachers have limited or even no
experience of supporting the semi-
structured or open-ended sort of
activities needed to give students the
freedom to carry out investigations as
part of extended project work.

This resource is intended to help teachers extend their understanding of
Inquiry-Based Learning (IBL) and Problem Based Learning (PBL) and to
introduce them to ways of using these approaches to develop their students
ability to carry out meaningful and rewarding project work. It brings together
advice from experienced teachers and other education practitioners and
offers inspiration through a range of case studies featuring the successful
project work of students who have presented their work as entries to STEM
challenges or as part of a formal project award scheme such as CREST
Awards.
Starting from suggestions about how to extend and enrich students current
practical and investigative work to create meaningful projects, this resource
goes on to encourage the sharing and celebration of students work beyond
their own classrooms or extra curricular clubs.
Through the use of case studies and helpful checklists, teachers are provided
with all the necessary information to feel confident to encourage their
students to confidently share and explain the results of their project work at
local, regional or even national STEM Fairs and Competitions. Step-by-step
advice is included to enable teachers and other project mentors guide
students through the selection and completion of suitable project work and
how to prepare them for the demands of the judging process at a
Competition. There is a section devoted to how to help students prepare
presentations and to produce eye-catching display boards and to
communicate the key information about their projects.
Sections of the resource can be used independently, giving teachers the
option to work through the contents from beginning to end, but they are also
suitable for dipping into by more experienced or confident teachers who
just want to access those sections of the resource which are of most
immediate use to them.

Subject leaders may use elements of the resource to support in-house
professional development sessions but the contents are equally suited to
individual use by teachers wishing to extend their skills repertoire by
introducing project working to their classrooms or laboratories.

The diagram below is a schematic representation of the contents of the
resource and suggests just a few of the pathways which users can employ to
access information and enrich their classrooms.


1.3 Why adopt Inquiry-Based Learning (IBL)?

1.3.1 Meeting the needs of industry and businesses

In June 2012 a survey conducted on behalf of the Confederation of British
Industry (CBI) reported a severe STEM skills shortage:

Among those firms that need employees with STEM skills and
knowledge, two in five currently have difficulties recruiting
staff...Businesses know they have an essential role to play in promoting
the study of STEM subjects by young people...One element in this
process is encouraging employees to become STEM Ambassadors

The CBI also reports that as the UK competes ever more for business and
talent in global markets, employers are looking to up-skill their workforces.
Over the next three to five years, employers expect to need more people
with leadership and management skills (a balance of +67%) and other higher
skills (+61%), whereas for lower-skilled workers, they expect to slightly cut
numbers (-3%).
CBI education and skills survey 2012

This alarming skills shortage is repeated across Europe as the 2010 CEDEFOP
report Skills supply and demand in Europe Medium-term forecast up to 2020
demonstrates:

Europes citizens and businesses have been hit severely by the
economic slump. To recover speedily and tackle long-term challenges,
we must unleash Europes potential. To compete in the global market,
Europe needs to generate higher quality and more innovative
products and services. Higher prouctiit is essential to maintain our
social model. New jobs and new skills are emerging, as technology,
innovation, demographic change and climate strategies generate
new demands. Downturn and exit strategies are accelerating
economic restructuring. This will affect the tpe of skills neee.
These European statistics are in stark contrast with the STEM education and
training figures reported in those Asian countries generally seen as our direct
business and commercial competitors. In the UK the Department for Business,
Innovation and Skills (BIS) has declared its commitment to increasing the
numbers of young people choosing to study STEM post-16, and to ensuring
that UK has a skilled workforce to compete effectively in the global economy.
It also commits to the development of a science curriculum that is sufficiently
challenging for the top 25%, an increase in the scientific literacy of the
population at large and good quality enrichment and enhancement
activities as part of science education.
(http://www.bis.gov.uk/policies/science/science-and-society/stem-skills)

Also in the UK, the Science and Learning Expert Group (2010) refers to:
...[the] demand to make the curriculum more engaging and related
to real life contexts, as well as the desire to improve the scientific
literacy of all young people.

1.3.2 The positive impact of introducing real life challenges into science in
schools

Student participation in project work,
either in curriculum time or as part of
an after school club activity, is a
valuable component of an enriched
and enhanced STEM education.
One of the acknowledged benefits
of student participation in inquiry-
based learning (IBL) and in extended
project work is the opportunity for
students to explore STEM subjects in more depth than is possible during
conventional lessons. This encourages students to consider the relevance of
their STEM studies to the real world and can kindle greater commitment to
pursue employment and/or further study in these subjects. Additionally, the
essential life skills of successful time and resource management, negotiation
and collaborative working, creative thinking and clear communication of
processes and outcomes are all encouraged and developed in students
when they are involved in STEM projects.

During the evaluation of the British Science Associations expansion
programme for the CREST Awards scheme over the period 2009-2011, 63% of
students questioned reported that their involvement in CREST projects made
them much more or more interested in STEM subjects at school, whilst 64%
reported greater interest in STEM subjects at Higher Education (H.E.) and 61%
were more interested in a future career in STEM once they had completed
the extended project work associated with the CREST scheme. Another bonus
of students involvement in project work was the progression in their
understanding of the scientific process and the roles played by scientists and
engineers (see an extract from the evaluation report below, taken from
http://collectivememory.britishscienceassociation.org/memory/crest-awards-
expansion-project/).

Even when students express preferences for developing their careers outside
the STEM field, their participation in CREST projects has a positive impact on
the level of their scientific literacy (extract from evaluation report below
http://collectivememory.britishscienceassociation.org/memory/crest-awards-
expansion-project/).

After CREST, Insight Into What Science Does Deepens

Science is planned, not random
Scientists learn by their mistakes. Repetition is not just boring
but is advancing towards scientific discovery
Recording and writing up (although tedious) are an essential
part of the process
Science involves real-world problems, sometimes involving
household names
we had to have this lab book. Thats what real scientists
do
In Science Club, we didnt know about it, we just did it.
Not CREST. We got something to work from.

Extract from Survey responses from students following their
involvement in the CREST Expansion Project
CONFIDENCE, ENTITLEMENT, SENSE OF CHALLENGE
Instead of answering the question, weve realized how big
the question can be. Theres plenty more for budding
scientists to do Expansion student, post CREST

I am more interested in
others subjects but I
respect science more now

I wouldnt want to be a
scientist, there are more
other subjects I like

Expansion student (post
CREST)

Yes, I am more likely to
consider carrying on with
science now

I would enjoy the job!

(post CREST)
CREST


Through their involvement in project work, students gain valuable insights into
the nature of scientific inquiry and the associated applications and
implications of science, helping develop their levels of scientific literacy.
Bybee (1997) has suggested scientific literacy can be considered at four
functional levels:
- nominal (can recognise scientific terms, but does not have a clear
understanding of the meaning);
- functional (can use scientific and technological vocabulary, but
usually this is only out of context as is the case for example in a school
test of examination);
- conceptual and procedural (demonstrates understanding and a
relationship between concepts and can use processes with meaning);
and
- multi-dimensional (not only has understanding, but has developed
perspectives of science and technology that include the nature of
science, the role of science and technology in personal life and
society).

Student attitudes such as those
collected as part of the CREST
evaluation study suggest that their
participation in project work helps
them move from Bybees functional
scientific literacy to conceptual and
procedural and multidimensional
levels. Similar successes are reported
for other project based work such as
participation in STEM Fairs (Intel White
Paper STEM Education: Defining the
Challenges (2011)
ISBN 9789491440144)

www.britishscienceassociation.org/crest
2. Models of student-centred inquiry
2.1 Introduction:
An environment that uses inquiry-based learning is a place where students
collaborate with each other to make sense of the world through the topics
they study. The use of an inquiry-based approach in everyday teaching helps
to make classrooms, workshops and laboratories places of discovery where
students take greater ownership of their learning through initiative and
independent decision making, paving the way for their participation in full
scale STEM projects.
Inquir-base learning is a constructiist or builing block approach,
in which students have ownership of their learning. It starts with
exploration and questioning and leads to original (for the students at
least) investigations into a question, issue, problem or idea. It involves
asking questions, gathering and analysing information, generating
solutions, making ecisions, justifing conclusions an taking action.
Based on definitions from Sharon Friesen accessed at
www.galileo.org/inquiry-what.html

An introduction to the philosophy and
methodology of inquiry-based learning
can accessed through the Intel Teach
Elements resources Inquiry in the
Science Classroom. Although aimed at
U.S. teachers, much of the information is
relevant to teachers of science in other
countries (a short video is also available
to give an overview of the resources).

2.2 The continuum of Inquiry Based Learning (IBL) Approaches

Teacher-centred Student-centred
Students need increasing exposure to the challenges of independent, open-
ended inquiry work in supportive, mainstream learning environments before
they graduate to the sort of medium to long term project-based work
necessary to produce a competent, competitive entry for an external STEM
Competition/Fair. This section introduces different types of open-ended,
inquiry-based learning and discusses when and how they can be used in
STEM learning environments to build up students inquiry skills to enable them
to develop to become confident, successful, autonomous managers of their
own project work.

2.3 Comparing Types of Inquiry-based Learning
It is not only students who need time and practice to become familiar with
and benefit from inquiry-based learning approaches; teachers also need to
build up their expertise in managing students learning through the use of less
prescriptive, didactic approaches. As the level of inquiry increases, the
teachers role changes from being a source of information for their students
to being a facilitator working to empower the students to answer their own
questions. The following examples demonstrate how you can extend your
current curriculum-based scientific enquiry learning and teaching methods
to give your students opportunities for risk-taking and working creatively in
inquiry-based learning environments.
By using the following case studies you can explore the characteristics of
different levels of inquiry-based learning and the associated roles of students
when working in the different learning modes. The examples also illustrate a
range of different roles for the teacher as autonomy and responsibility for
decision making in the work is shifted from teacher to student.
Each example is based on the same scenario -
that students will be conducting practical work
involving a wildlife pond located near the
science labs and previously designed and
constructed by the school Eco Club (the
examples are all based on resources available
from the Water Survey section of the Opal
Project).
Limited
student
autonomy
Structured
Student
Inquiry
Guided
Student
Inquiry
Open
Student
Inquiry
Structured Inquiry: A suitable prompt question from the teacher could
be does the sunny side of the pond support a greater variety of
wildlife than the shaded side?
This involves both the investigative question and the practical procedure for
the inquiry being provided by the teacher. The students generate the results
through their own exploration of the scene/circumstances made available to
them by the teacher. The students are then required to generate and present
a response to the investigative question, supported by the evidence they
have collected.
e.g. students, working individually or in small groups, survey the different
regions of the pond and use their observational skills and dipping techniques
to monitor and record the range of wildlife found in each region. Typical
guidance sheets may exist as part of a commercial teaching scheme or can
be accessed from a reputable website such as the OPAL Water Survey which
is funded by the Big Lottery Fund and accredited by LWEC (Living with
Environmental Change) (http://www.opalexplorenature.org/WaterSurvey).

Guided Inquiry: A suitable question could be has the pond built by
the Eco-Club pupils achieved its aim of attracting and supporting a
wide range of wildlife?
This involves the teacher providing students with only the research question
and the materials. The students are then encouraged to design an inquiry
procedure that would enable them to answer the question. This allows
greater involvement of the students in designing investigations, collecting
evidence and generating explanations. However, greater freedom for the
students in conducting an inquiry does not mean that the teachers role
becomes passive. Students will still need guidance on whether their proposed
investigative procedures are sound and safe to carry out.
e.g. students use the same sampling and recording techniques as before, but
they make their own decisions about where to sample in order to generate
data (evidence) to allow them to answer the question posed by their
teacher.

Limited
student
autonomy
Structured
Student
Inquiry
Guided
Student
Inquiry
Open
Student
Inquiry
Limited
student
autonomy
Structured
Student
Inquiry
Guided
Student
Inquiry
Open
Student
Inquiry
Open Inquiry: A suitable scenario and linked question could be an
extension to the school building is being planned and the completed
new classrooms will restrict the amount of sunlight getting to the pond.
What will be the impact on the pons willife?
Open Inquiry: this involves students having the greatest degree of freedom to
take charge of their learning. They generate their own research questions
prompted by the stimulus provided by the teacher and then design and carry
out investigations to answer their questions. They make their own decisions
about what data to collect and then use this when they communicate their
responses to the original question posed by their teacher. It is at this level that
students get an opportunity to demonstrate the capability and confidence to
lead their own inquiry on a topic and to emulate the methods used by
practicing scientists.
e.g., students use the same sampling and recording techniques as before but
they first have to discuss the scenario posed by the research question in order
to decide how their strand(s) of investigation will be conducted. Students
scrutinise the data (evidence) to decide whether it provides any potential
answers to the questions raised by the scenario.

2.3 Moving from IBL to independent project work
There isnt a sharp distinction between inquiry-based learning (IBL) activities
and project work, as most projects which involve the scientific method will
include considerable elements of IBL within the investigation work conducted
by students.
Generally, a project is the all-embracing term which includes information
about the entire research process, either reported in a project handbook or
as a combination of text-based report and oral presentation, whereas the
term IBL is reserved for the discrete investigative components which
contribute to a project. However, for younger students and relatively short
projects, the subject of the inquiry and the project research question may
actually be identical.
Many activities commonly used in science teaching can be modified by
using current resources differently e.g. by changing the context in which the
activity is presented to pupils, or by reframing the question, prompting a
different type of response from pupils. In addition, inquiries can take place in
a range of different contexts, not simply by students conducting fair test
types of practical work in which they manipulate a number of independent
variables and measure the outcome (or dependent variable). Some
investigations involve the processes of identification and classification, whilst
others require the conduction of surveys and the search for patterns or
correlations. Students can also explore and extend their explanations,
hypotheses or theories through the use of models, including mathematical
Limited
student
autonomy
Structured
Student
Inquiry
Guided
Student
Inquiry
Open
Student
Inquiry
models and by interacting with IT simulations.

Types of scientific enquiry
Notes in this section are in line with the principles
presented in the Beyond Fair Testing: Teaching
Different Types of Scientific Enquiry resources
developed by the Gatsby Science Enhancement
Programme and Kings College London in order to
broaden the range of scientific enquiries for
students aged 11-16.The original resource includes
useful professional development advice for anyone
who lacks confidence in varying the style of
practical investigations carried out by their students. It can be accessed at
the National STEM Centre e-library (http://stem.org.uk/rx657).
Planning for Inclusion
Students of all abilities and cultural backgrounds can benefit from IBL
opportunities and the skills encouraged by such projects are highly prized by
potential employers and by higher and further education establishments.
UK employers do not expect schools to produce job-ready employees by the
time they leave secondary school. But what they do expect is to be able to
recruit young people with the right skills, capabilities and attitude for the work
place:
Goo literac an communication skills, incluing the use of IT
A broad set of so-called 'employability skills'. That is, being able to work
in a team, to solve problems, to communicate effectively, to
understand how businesses work and the ability to manage their time
A strong grounding in science and maths, particularly numeracy skills
Access to a range of further learning options, whether academic,
vocational or applied qualifications that are recognised, understood
and valued b business.
(extract from Confederation for British Industry (CBI) statement,
available in full at http://www.cbi.org.uk/business-issues/education-
and-skills/in-focus/the-education-sector/)
In addition to the benefits of participation in project work experienced by all
students, the rewards gained from successful participation, and the impact of
receiving praise and feedback from expert judges from beyond their
immediate community, is particularly beneficial and motivational for students
from disadvantaged backgrounds.
Unfortunately, at present in the UK when it comes to sharing students project
work beyond their school community at events such as the finals of the
National Science + Engineering Competition, or the STEM Clubs showcase,
both hosted by the Big Bang Fair, a disproportionate number of the
competitors and exhibitors are from the independent sector or from state
selective schools (this is in contrast with the full range of schools attending UK
STEM Fairs as visitors).
This link between educational and/or social advantage and participation in
stem fairs has been the subject of research in Canada (where there is a
popular, well established hierarchy of Science Fairs from school to national
level). The research has indicated that students from advantaged
backgrounds are currently disproportionately represented in the finalists for
the National Science Fair (Bencze, J.L. and Bowen, G. M. (2009); A National
Science Fair: Exhibiting support for the knowledge economy. International
Journal of Science Education 31:18. 2459-2483).
In the UK, in recognition of the need to encourage greater participation in
major STEM Fairs by schools serving students with disadvantaged
backgrounds, some seed funding has been made available to stimulate a
growth in participation in project work for schools with high numbers of
students registered as eligible for free school meals. Additionally, schools can
apply for financial aid to support a group of students exhibiting their work at
the Big Bang if they can show that they have exhausted all other funding
routes.

Using Differentiation strategies to support inclusion
Teachers can apply the common tools of differentiation to ensure that their
students can engage positively with the investigative project work whilst also
feeling challenged and empowered by exercising their autonomy. It is
important however that the nature and extent of support provided by
teachers or other supervising adults is acknowledged and taken into account
when students project work is being assessed or ranked in comparison to that
of their peers.
Type of differentiation Example
Differentiation by task
(similar subject for the investigation
or inquiry, but different degrees of
exploration employed by different
categories of student)
Younger students normally require
shorter projects and/or those with fewer
inter-related variables to handle. They
cope best with clear cause and effect
outcomes (or with data supporting
simple patterns or correlations)
Older, more experienced students can
handle open-ended tasks and/or those
requiring mastery of more sophisticated
data gathering techniques.
In a mixed ability group or one involving
students in a vertical age group,
different tasks may be carried out by
different students to match their interests
and abilities to the nature and stages of
the investigation.
Differentiation by resource
or inquiry, but the level of student
engagement is determined by the
type and relative sophistication of
the resources apparatus and
access to reference materials -
available for students to work with)
Younger or weaker students may be
steered, at least initially, to use simpler
measuring techniques or instruments. This
is one area where some students may
outperform expectations as their
curiosity about an aspect of their inquiry
drives them to seek detail or accuracy
beyond the complexity that they have
previously exhibited.
Students with limited sensor-motor skills
may need specially sourced or adapted
resources, but generally nothing beyond
those needed for good inclusive
practice for their curriculum studies.
Support may also be in the form of
access to additional resources not
generally available in school such as the
specialist CAD/CAM facilities offered by
a local business or further education
college.
Differentiation by support
or inquiry, but with varying levels of
access to support and instruction
by teachers or other supervising
adults)
Support for students projects may be
through contact with a mentor a senior
student or an adult volunteer such as a
STEM Ambassador.
Individual students may also need more
support than their peers. If they have
difficulties with the time management of
extended projects, the support may
simply be in the form of closer monitoring
of their progress and recap meetings. If
students have difficulty with data
handling and interpretation, they may
be provided with report frameworks and
other templates to help organize and
structure their work.
The planning and delivery of this support
will normally follow the same principles
as those use during standard practical
work, whilst taking care not to
undermine students opportunities to
exhibit some autonomy over the
direction of their inquiry.
Good projects are ones which have
accessible outcomes for the students
involved if excessive adult support is
required, it is usually an indication that
the project is over-ambitious for the
students. A re-negotiation of the project
objectives is normally a more satisfying
intervention strategy than repeated
compensatory inputs from teachers or
other project mentors.
Differentiation by outcome
or inquiry and similar resources
available for everyone engaged
in the project. Students reach
their own levels)
Even when all students find their projects
engaging and they are well motivated,
differences in personal attention to
detail, the collective creativity of a
particular team of students or even just
the luck of the location of data
collection will result in a range of final
project outcomes.
The diversity of the approaches to
problem solving is in itself a quality to be
celebrated.

Pitching inquiry questions at the appropriate level of challenge for students

Good inquiry questions are based on scenarios which will have sufficient
challenge to appeal to students intellectual interest and conceptual curiosity
whilst also requiring them to apply procedural skills in new situations.

It is important that the levels of conceptual and procedural demand
associated with an inquiry question are accessible to the target group of
students. Teachers need to use professional judgment, based on their prior
knowledge of the students achievements, to select the subject for inquiries
and/or to structure support to enable students of different abilities to engage
with the investigations at their own level. Support for students can also be
provided by their peers whenever they work collaboratively within small
groups or teams. By collaborating with each other, students can share ideas,
test hypotheses and suggest alternative investigative methods, and by doing
so they can extend their capacity to make progress in their understanding of
the topic being investigated the students would be working at their
respective zones of proximal development in Vygotskian social
development theory terms.


Further information on procedural and conceptual demand is available from:
http://www.nationalstemcentre.org.uk/elibrary/resource/5327/scientific-
enquiry-training-materials

Module 3: Moving from teacher-led individual lessons to student-designed
and -led inquiry based lessons and projects

3.1 Identifying the extent of Inquiry-Based Learning (IBL) taking place in your
own lessons.
The term natural teaching style is a bit of a misnomer as all teachers vary
their styles of interactions with classes to accommodate the learning needs of
students of different ages and ability ranges as well as in response to the most
appropriate delivery styles for sections of the curriculum. Generally though, a
teacher will feel most comfortable to teach within the boundaries of their
confidence to control both the behavior and the quality of learning of the
students in his or her class. The thought of giving students greater autonomy
by taking responsibility for shaping their own learning through independent
project work is an exciting prospect for some teachers and potentially a step
too far for others.
Where are you on the continuum?

Teacher-centred Student-centred

By taking the intermediate step of introducing short, student-centred
investigations and inquiry-based work, teachers can learn and gain
confidence alongside their students.
Experiencing the reassuring
feedback that students can
use intrinsic motivation to
sustain their concentration
on topics which they have
selected for themselves is
important for teachers.
Because the students are on
task during inquiry work,
teachers do not need to
take on the role of
motivators and time-keepers and instead have the freedom to monitor the
quality of the students work, intervening as necessary with advice, additional
information and/or extra prompts or questions. While being engaged in
inquiry, students explore and research topics, participate actively in the
learning process, collaborate and discuss and finally arrive at answers on their
own.
Clearly there is a definite progression from a teacher-led to student-owned
learning environment as the focus of lessons moves from structured to guided
to open inquiry. So as your role as teacher evolves from being a source of
information for your students to a facilitator who works to empower them to
answer their own questions, so your students will progress from being
accumulators of knowledge to becoming authentic explorers, scientists and
engineers.
Try using the Inquiry Model framework to help you decide on the extent to
which the structure of your current lessons allows your students to follow
authentic inquiry-based learning. Having identified your current practice, you
can then refer to the descriptions of how learning takes place in adjacent
cells to identify targets and to suggest strategies to move your teaching to
include more open-ended activities for your students

3.2 Planning for Inquiry-based Learning posing appropriate questions for
students to answer
Many activities commonly used in science can be modified by using current
resources differently e.g. by changing the context in which the activity is
presented to pupils, or by reframing the question, promoting a different type
of response from pupils.

In addition, inquiries can take place in a range of different contexts, not
simply by students conducting fair test types of practical work in which they
manipulate a number of independent variables and measure the outcome
(or dependent variable). Some investigations involve the processes of
identification and classification, whilst others require the conduction of
This chart is
available as a
download from the
Resources section
of the Intel Teach
Elements Inquiry
in the Science
Classroom

http://www.intel.co
m/content/www/us/
en/education/k12/s
tem.html

surveys and the search for patterns or correlations. Students can also explore
and extend their explanations, hypotheses or theories through the use of
models, including mathematical models and by interacting with IT simulations.
Ideas for student investigations may emerge from their deeper interest in a
curriculum topic, or from a hobby or other personal interest. In some cases
local events such as the staging of a concert or exhibition or changes to the
locality such as the construction of a new road will give the opportunity for
students to investigate the resulting impact on their local environment.

http://www.britishscienceassociation.org/crestresources

Many books and websites offer suggestions for projects and good sources
including the STEM Clubs website in the UK
(http://www.stemclubs.net/activity) and the pick up and run section of the
CREST Awards pages on the British Science Association website.
(http://www.britishscienceassociation.org/crest-awards/project-resources-
and-accredited-partners). Science buddies is an American website which
allows students to search for potential projects based on their choice of
preferred curriculum areas (http://www.sciencebuddies.org/).

3.3 Classroom and resource management for student inquiries and projects

Whatever the source of inspiration for an area of research, it is essential that
students proposed work is thoroughly checked against the relevant Health
and Safety advice and that project-specific risk assessments are carried out if
the activities do not fall under existing assessments adopted by the school.
Some investigations involving live subjects (including the collection of data by
surveys) will also need checking against advice and regulations for ethical
approval. All schools should have a nominated member of staff with
responsibility for Health & Safety and if necessary he or she can determine the
viability of a project and/or clarify any special steps or precautions that need
to be complied with. In the UK, staff in schools registered with CLEAPSS can
request support and advice on any proposed practical activity and this
school advisory service has readily available safety audits for many of the
more common practical activities (www.cleapss.org.uk).
At some point, by the very fact that they tend to be extra-curricular activities,
there will be some expense involved in supporting student projects. This may
be in the form of additional consumables such as supplies of chemicals (or
additional coffees and cookies to fortify the staff giving up their time!). It may
also mean the purchase of additional materials such as microprocessors,
thermochromic paints or seeds/plants/growing medium. More substantial
costs such as extended hours for laboratory technicians or transport to off-site
venues are really only addressed by having a STEM Club/Project budget
within school, or by securing sponsorship by a local business.
Using the arguments presented in modules 1 & 2 can support a claim to
school management for the allocation of some funding for the basic running
costs for project work. Inviting senior management and budget holders to
view the quality of the work being carried out during projects is often a good
lever for securing some funding and if they are slow to accept an invitation
to see students work in progress, formally invite members of the management
team to act as assessors or judges for the finished projects. Further advice is
available on line from the STEM Fairs Toolkit (www.stemfairstoolkit.co.uk).
The perennial inter-school rivalry can also be used as a lever for funding as
the prestige of positive media coverage of students participation in events,
particularly external ones, is always highly valued so it is worth applying the
adage you have to speculate to accumulate.

3.4 Why expand participation in STEM Fairs?
Students can get intrinsic reward from their participation in self-directed
project work, but the opportunity to share their work with others by taking part
in a celebratory exhibition or through entering their project report in a STEM
competition or STEM Fair has many times the impact. When students are given
an audience for their work outside their usual learning environment, it
challenges them to communicate their ideas in rich detail, often using mixed
media such as posters, models or samples of apparatus or products of their
research to complement the contents of their project notebooks.

Researchers have suggested that engagement in student-led science and
technology projects is necessary for students to develop scientific and
technological connoisseurship - that is, acquisition of the unique sets of
Competitor in a STEM Fair
capabilities that enable people to solve problems in specific contexts useful
for science-based careers and for the application of science in everyday life
(Aikenhead, 2005; Duggan & Gott, 2002, cited in Bencze & Bowen (2009)).
Certainly staff and students interviewed at regional heats and national finals
of the National Science + Engineering Competition were unanimous in their
endorsements of the far-ranging benefits of competing in the Competition
(www.nsecuk.org).

Amazing fair! A rare opportunity for pupils to see such a breadth of science and
technology, find out things and broaden their horizons. We are encouraging our
pupils not to just stay on their stand but to go and find out more, including the
chance to contact possible future employers.
Parent/Governor, from an 11-18 school in Kendal,

Its been a way of meeting loads of different people. All the stands show science
in lots of different lights. It is good talking about my project to experts.
S.K., Senior Biology Competitor,

Don't participate in science fairs for the awards. Don't do science for the
recognition. Don't compare yourself to anyone else and don't force yourself to do
it. Do it because you love it and because you can make a difference. Help your
community and contribute to society. Learn through your experiences and
discover the world around you. Such is the true reward of science."
Intel ISEF Alumnus
Parent/Governor, from an 11-18 school in Kendal,

Module 4: Characteristics of good project work

4.1 What is a good project?
Good projects provide interest and challenge for students and give them
the opportunity to study topics in considerable detail. In many cases, simply
getting engrossed in the processes of authentic discovery and investigation
provides new insight into the real world of STEM for the student or students
involved. Therefore projects should allow students to:
work beyond the confines of a prescribed core curriculum
reflect on questions that they would like to answer
develop their own research proposals and to see them through to a
satisfying conclusion
have the time and opportunity to consult with people from beyond
their immediate classroom environment
develop their independent learning skills as well as their scientific
knowledge and understanding
Landmark dates in the school calendar such as Open Days, National Science
& Engineering Week, the start of an examination period and others can
determine checkpoints and deadlines for projects so that time management
is added to the rich mix of personal skills which students develop through their
project work.
With such positive potential outcomes, there is a strong case to argue that
the opportunity to take part in good projects should be available to all
students, not just those attending extra-curricular activities such as science
clubs.
In the report by the Office for Standards in Education, Children's Services and
Skills (Ofsted) in January 2011, entitled Successful Science: an evaluation of
science education in England 2007-2010 the following observation was
made
The impact of good teaching was seen when pupils understood
clearly the standards they had achieved; knew what they needed to
do to improve and were involved in peer and self-evaluation; took part
in decision-making, discussion, research and scientific enquiry; and
were engaged in science that had relevance to their lives.
And amongst the key findings in the same report is the statement
In the schools which showed clear improvement in science subjects,
key factors in promoting students engagement, learning and progress
were more practical science lessons and the development of the skills
of scientific enquiry.
(www.ofsted.gov.uk/publications/100034)

4.2 Challenges for inclusive practice
The positioning of project work outside core curriculum time can create
problems of access and equal opportunity. For example, if support for
projects is offered after the end of the school day, students who are
dependent on public transport or shared lifts with siblings may be unable to
attend. The alternative of placing the project work at lunchtime generally
results in less time being available to devote to projects and increases the
chances of the sessions clashing with other extra-curricular activities.
No matter when the project work is timetabled, motivated students will be
anxious to further their projects by contributing some of their own leisure time
to continue working on their ideas between school-based sessions. Again, a
students personal and domestic circumstances will have an impact on their
capacity to pursue their project research successfully. Not all students will
have a supportive environment in which spending personal time on a project
for school is encouraged (and some may even come from a culture where
homework of any sort is not valued). Those students with immediate family
members who work in scientific or engineering environments may benefit
from having contact with professionals in the field of their study and / or have
access to specialist equipment.
This is definitely NOT a reason to avoid encouraging less advantaged students
from taking up STEM project work, but it does alert teachers to the extra
nurturing that some students may require to give them the opportunity to
succeed. Appropriate strategies will depend on the range of challenges
which are most prevalent in individual schools, but they will normally just be
extensions of the practices already adopted by the school to address the
access to learning needs of its students e.g. well equipped homework/private
study areas available outside lesson time. Additionally, in the UK, schools have
access to the network of free STEM Ambassadors through the STEMNET
programme (www.stemnet.org.uk) and by making use of the professional
expertise offered by such volunteers, students can receive valuable support
and mentoring for their projects.

4.3 Tackling stereotypes
In the UK, there is still a trend for girls to be under-represented in science
classes after the age of 16 (i.e. after the stage in education when studying
science is no longer a requirement in most schools). A report published in
October 2012 by the Institute of Physics and based on data from the National
Pupil Database concludes:
For the last 20 years, only 20% of physics A-level students have been
girls, despite about equal success between genders in GCSE physics
and science.
In terms of choices, physics is the 19
th
most popular A-level subject for
girls, but 4
th
most popular for boys. Clearly there is something about
physics, or how it is perceived, that iscourages girls.
(Extract taken from the Institute of Physics report Its Different for Girls
http://www.iop.org/education/teacher/support/girls_physics/page_41593.ht
ml)

(Chart reproduced from the Institute of Physics briefing sheet for senior
leaders in schools, produced to accompany the report Its Different for Girls).
A report by the Institute of Physics (IoP) entitled Girls in the Physics Classroom:
Review of Research on Girls Participation in Physics provides some insight
into the drop in participation rates of girls:
Stuents interest in science eclines as the progress through school
and the decline appears to become steeper after age 14, particularly
for girls and particularly in physics.
Girls, more than boys, experience a difference between their personal
goals for learning and the learning objectives of the physics curriculum.
As a consequence they are less inclined to opt for physics, even if they
achieve high grades and enjoy the subject.
As they go through secondary schooling, students experience physics
to be increasingly difficult. This perception is partly due to the
mathematical emans of the subject but also to girls eeloping
feeling of not being able to o phsics. The feeling is not borne out
b the realit of girls performance .
Report and associated recommendations available to download from:
http://www.iop.org/education/teacher/support/girls_physics/review/page_4
1597.html
Participation in inquiry-based project work, where girls are able to shape the
focus and structure of their projects, provides the sort of alternative learning
environment in which girls are able to fulfill their personal goals for learning,
as described in the IoP report. Having examples of past projects where the
human stories of the study of the topic for its personal, social, medical,
environmental, etc. context as much as for its scientific or technological
content is really important to broaden the appeal, particularly for girls.
Regular coverage of successes with STEM projects in school and local media
is also good for helping recruit a more inclusive cohort of students into taking
part in projects.
The profiles of successful competitors from recent National Competitions are
available to view in the CREST Projects area of the British Science Association
website (http://www.britishscienceassociation.org/crest-awards/case-
studies). The projects developed by boys and girls are given equal
prominence on the website and the positive role models featured could be
used, in conjunction with the offer of opportunities to conduct their own
projects, to encourage greater participation by girls.
A small scale study of schools with a good continuation rate for girls into post-
16 study of science studies was conducted by The Office for Standards in
Education, Children's Services and Skills (Ofsted) and published in April 2011,
points to examples of good practice:
In the few examples where girls ha change their mins an set out
on a new and unfamiliar route, that change had often been catalysed
by a personal experience of either meeting a professional in school, or
directly encountering the new kind of work for themselves. That could
happen accidentally, for example as part of a school trip that
capture an iniiuals imagination, or deliberately through school-
irecte work placements esigne to challenge preconceptions.
www.ofsted.gov.uk/publications/090239.

4.4 Selecting a suitable project idea
The quality of your students projects depends on their selection of viable and
motivating topics for investigation. If given a totally free choice, many
students face difculty and indecision in coming up with a suitable project
idea and they will benefit from being shown a range of possibilities which are
age and ability appropriate. Ideas for student investigations may emerge
from their deeper interest in a curriculum topic, or from a hobby or other
personal interest and provided the proposed subjects offer the opportunity for
students to engage in meaningful scientific inquiry, they should be
encouraged.
Internet searches will bring up a host of possible topics for projects but
students may need advice about which sites are most trustworthy as some
examples available online have not been tried and tested and many come
without any form of risk assessment. Within the UK, branded sources of
project ideas such as those designed for the STEM Challenges
(www.stemchallenges.net), those associated with the Bloodhound Super
Sonic Car (SSC) Project (http://www.bloodhoundssc.com/education) and
those suggested by the CREST Awards programme
(http://www.britishscienceassociation.org/crest-awards/project-resources-
and-accredited-partners) have all been prepared carefully and checked by
experienced practitioners. Although they do not come with a guarantee that
your students will complete them successfully, all the key components for
success are certainly present and as a bonus, access to the project ideas is
free.

It is also worth looking out for competitions and/or project work promoted by
museums, industries or professional associations. A recommended website
from North America is called Science buddies and it allows students to
search for potential projects based on their choice of preferred curriculum
areas (www.sciencebuddies.org).

4.5 Getting started
Two commonly used thought starters on any topic are
What would happen if and I wonder how..
The examples below are taken from recent competition entries for the UKs
National Science + Engineering Competition, but the exploration of similar
real world scenarios could form the basis of successful projects for
completion during STEM Club sessions.
A twele ear ol competitor eelope his Square Ees project after
a visit to his optician. After being told that too much time on his
PlayStation was bad for his eyes, he decided to investigate this for
himself for a science fair at school. His project not only netted him the
Junior Science & Maths Prize, but also the Society of Biology Prize for
the best biology project in the 2011 finals of the National Science +
Engineering Competition.

One fourteen year old student turned his hobby of snake keeping into
a project on snake genetics, particularly looking at the inheritance of
different morphs in different species.

A seenteen ear ol prouce a Te bear chils alarm, inspire
b her ounger brother who has Downs snrome an can waner off
by himself. She designed a gentle alarm (the teddy bears picnic song,
chosen not to worry the child) which plays if the child-to-adult distance
increases more than a set amount, which can be altered as the child
grows. Initially linked to her GCSE electronics project work, the alarm
was developed further in her own time and the resulting competition
Examples of branded projects
entry was awarded the Intermediate & Maths Prize and the Shell Prize
for Innovation in the 2011 finals of the National Science + Engineering
Competition.

Once students have settled on a topic to investigate for their project, seeing
some photographs of previous, related project work or copies of reports or
posters from previous presentations can help them to set Specific,
Measurable, Achievable, Realistic and Time-bound (SMART) targets for their
own work. SMART targets are more often used in the workplace for
performance management but with a little modification to the definitions of
the terms, the acronym lends itself successfully to providing structure for
student projects, as in the example below:
S Specific (has well-defined goals. Identifying a concise Research
Question or Product Specification to be accomplished by the
project work)
M Measurable (has agreed outcomes and success criteria including
timelines. Monitoring progress is essential to good time / project
management)
A Achievable (includes goals and proposed research methods which
are within the capacity of the student to deliver)
R Realistic (students are both willing and able to work toward the
goal set)
T Time-bound (interim checkpoints and final delivery date for
completion of project agreed at the outset)

4.6 Resources
Most project work is carried out with minimal additional budget for the school
STEM departments involved. Whilst this harsh reality may limit the range of
feasible topics and can also reduce access to some types of investigation, it
does bring out the best in terms of the design of creative alternatives with re-
cycled and modified apparatus. Sometimes projects can be boosted by
support from local or national businesses in the form of funding or access to
resources. There are also occasional opportunities to apply for project funding
associated with particular curriculum areas, such as the scheme offered by a
consortium of The Science and Technology Facilities Council (formerly PPARC
and CCLRC), the Institution of Engineering and Technology (IET) and the
Institute of Physics, which is intended for projects or events linked to the
teaching or promotion of physics or engineering
(http://www.iop.org/about/grants/school/page_38824.html).
Information about possible sources of funding is normally well publicized to
schools but in the UK, a synopsis of currently available opportunities can be
supplied by STEMNET Contract Holders whose contact details can be found
on STEMNETs website (www.stemnet.org.uk) and specific information about
funding for events being held during National Science & Engineering Week
can be accessed online ( http://www.britishscienceassociation.org/national-
science-engineering-week).

Sources of Information
The standard sources of information for school project work include internet
searches, access to reference books in the school and/or public library and
also guidance from parents, teachers, subject matter experts and even
scientists and engineers in the community. For more in-depth project work,
the background information which is readily available may not provide
sufficient detail to inform the project(s) and access to technical data and/or
research literature may be the next step required. This is where the support of
a mentor from an associated company, research institute or Higher Education
institution can be extremely useful as it can not only open doors to new
sources of information but also:
give students an insight into the world of work
provide positive role models of professional researchers, scientists &
engineers
portray universities/further education institutions as appropriate and
desirable destinations
give students an opportunity to develop their communication skills
through communicating with an external mentor
ensure that students are guided towards the most relevant resources in
an otherwise potentially bewildering world of specialist expertise.

4.7 The teachers role in facilitating student projects.
Facilitating project work has some essential components, for example
providing a suitable location (laboratory, workshop, outdoor space) and
scheduling meeting times that are attractive to the target group of students.
As with any activity involving students, health and safety considerations have
to be paramount and it is the teachers responsibility to carry out appropriate
risk assessments in the same way as they would for the practical lessons they
deliver during curriculum hours. Many projects available online have
accompanying risk assessments, but it is important to personalise these to
meet local regulations and to ensure that they fit the precise circumstances
of school or other environment where the projects will take place.
Due to the unfolding nature of student projects, it is not always possible for
teachers to anticipate all the requests for resources and project advice that
students will generate. As long as the boundaries of the projects have been
clearly defined initially (see SMART targets in the Getting Started section
above), most of the requests for support can be met by a bit of lateral
thinking by the supervising teachers, or by calling on the talents of a
cooperative laboratory or workshop technician. More demanding requests
may require time to address, re-negotiated with the student if they are
impractical in terms cost, access to resources, health and safety, or unrealistic
timescale for realisation.
Building up a vibrant culture of project work can take time, but the best
advertising is often that generated by the enthusiasm and commitment of the
students taking part. When a school has a tradition of encouraging projects
and perhaps even of participating in external competitions, it is relatively easy
for teachers to promote opportunities for project work with new cohorts of
students by drawing on examples from friends and siblings of the new
students. In the absence of a legacy of project work by alumni in a school, it
is likely that teachers will have to market the idea more persuasively, possibly
drawing on some of the examples of good projects presented in previous
sections of this document for inspiration.
Further advice about introducing and supporting student project work is
available from the STEM Clubs website (www.stemclubs.net) and in the UK, by
contacting your local STEMNET Contract Holder (www.
stemnet.org.uk/contact).
Once project work has been established in a STEM Club or other school
setting, a natural progression would be to share the results of the students
work in some form of celebration event. This could be as simple as a display in
the school library, reception area, or other communal space, with
presentations as part of a school open day, or as reports on dedicated pages
of the school website. There may be the opportunity to enter the projects for
formal assessment against criteria for a recognised award such as CREST
Awards (http://www.britishscienceassociation.org/crest-awards) and/or for
comparing the students work with that of their peers from other schools by
entering them for external competitions.
Making a reconnaissance visit to a STEM Fair or Competition is a great way
to get a good idea of the typical style and standard of entries and to pick up
a few tips from the projects and their presenters. It also gives teachers an
insight into how to prepare their own students to take part in similar external
events in the future.

Opportunities for professional development for teachers
The world of STEM enhancement and enrichment is extremely varied and this
is reflected in the range of professional development needs of STEM teachers.
Fortunately many stakeholders offer formal professional development support
for teachers. Some courses, such as the ones presented as part of the Intel
Teach Elements series are available through online tutorials
(www.intel.co.uk/content/www/us/en/education/k12/teach-elements).
In the UK, teachers also have access to courses offered by the network of
Science Learning Centres (www.sciencelearningcentres.org.uk) and by the
National STEM Centre (www.nationalstemcentre.org.uk), as well as those
offered by professional organisations such as the Association for Science
Education (ASE, www.ase.org.uk), the Design and Technology Association
(DATA, www.data.org.uk) and the National Centre for Excellence in the
Teaching of Mathematics (www.ncetm.org.uk).
There are also professional discussion groups, such as those supported by the
Times Education Supplement (www.tes.co.uk/forums.aspx) where teachers
involved in STEM enhancement and enrichment can share ideas and support
each other.

Module 5: From the Classroom to the STEM Fair

5.1 Beyond the classroom walls first steps
There are a number of possible intermediary steps between students carrying
out projects in their own classes, with their peers and STEM teachers as their
intended audience, and the potentially daunting prospect of presenting a
project at a regional or national STEM Competition or Fair.
One of the simplest steps for teachers to take to provide their students with a
greater sense of value with regards to their project work is to arrange for them
to present their work in school, but to a wider audience, for example, to STEM
Ambassadors (www.stemnet.org.uk/content/ambassadors).
The positive impact of school visits by STEM Ambassadors was reported in 2010
in the National Foundation for Educational Research (NfER) evaluation of
STEMNETs services on pupils and teachers:
Notably, involvement in STEM Clubs and/or interactions with STEM
Ambassaors is increasing pupils interest in STEM, as well as
developing their knowledge of the subjects, practical skills and generic
transferable skills (e.g. team-working, problem-solving) which are of key
importance to their future employability.
There is also some evidence that involvement in STEM Clubs and
interaction with STEM Ambassadors can increase progression to STEM
subjects. In relation to STEM Ambassadors, the evaluation suggests that
more ongoing and sustained contact with STEM Ambassadors could
lead to even greater impacts for pupils.

(www.stemnet.org.uk/assets/files/tender/evaluation/Summary-of-the-
evaluation-of-STEMNET.pdf)
Even relatively modest projects are elevated in the eyes of the students
working on them by the prospect of a visiting assessor or judge. Although
often nervous about presenting their projects to strangers, students are usually
very interested in receiving feedback about their presentations and
recognise that the overall experience is a valuable learning opportunity for
them. Importantly, teachers report high levels of student motivation and
enthusiastic attention to the preparation of their presentations by students
preparing for a visit by an external audience or panel of assessors.
There are a large number of STEM Projects linked to competitions each
academic year. These can be annual events such as those offered for
different age groups by the Engineering Development Trust (EDT,
www.etrust.org.uk), and many of these have associated success criteria
linked to formal assessment either in schools or at relatively local venues.
Although open-ended projects in terms of the work ultimately produced by
the students, the fact that these competitions have boundaries determined
by the context of the challenge and/or the rules about the nature of the
entry itself, provides a degree of reassurance to first-time competitors. In the
UK, the network of local STEMNET contract holders can provide teaches with
a comprehensive list of STEM competitions currently available for students.
(www.stemnet.org.uk/content/about-us/contractholders)
Once comfortable with completing project work and with presenting it in in
an extra-curricular context, STEM staff should consider providing their students
with a bigger stage to exhibit their learning and reasoning powers. Particularly
attractive to students are the opportunities to participate in competitive
events that reward their ideas and scientic thinking such as STEM Challenges
(www.stemchallenges.net), Go4Set (www.etrust.org.uk/go4set), Formula 1 in
Schools (www.f1inschools.co.uk/) and so on. These competitions not only
build greater enthusiasm among the students but also give them an
opportunity to build valuable skills such as communication, collaboration,
planning, time management and problem solving in a contrasting context to
just working for themselves or their teachers. This important collection of skills
provides a sound foundation for success in executing real-world tasks as
adults, later in their lives.

5.2 A look at STEM fairs and competitions
Participation in STEM fairs or competitions gives students the opportunity to
learn how to solve problems, engage in teamwork and execute projects
within the regulations set by the organisers of the target event. In addition to
the satisfaction they derive from the project work itself, meeting the
constraints and challenges imposed by the competition or fair organisers,
enables students to gain experience of presenting themselves and their work
professionally to an external audience. Although making a presentation to
strangers may appear initially to be a nerve-wrecking prospect for many
students, with support and encouragement from their teachers (and one or
two dress rehearsals before the event itself), the vast majority of students look
back very positively on the experience.
One of the best and most straightforward opportunities to encourage
students to showcase their ideas and achievements is provided by a local
STEM fair, such as a Big Bang Near Me event. The familiarity of the venue
and the relatively modest scale of the event itself makes it feel less
intimidating to first time competitors and may even increase the chances of
being amongst the prize winners from a smaller pool of entrants.
Larger STEM Fairs include wide ranging activities for visiting students in
addition to being the venue for the finals of STEM competitions and bringing a
group of students to experience the fringe exhibits provides inspiration for
them as well as for the accompanying adults. By visiting the STEM
competitors stands and talking to the students about their work, both
teachers and students can get re-assurance that whilst producing a worthy
competition entry would be challenging, the benefits and rewards of being
part of the competition are unparalleled.

5.3 What teachers say


5.4 What students say:

An excellent opportunity for pupils to see some real life applications of
science and engineering and the vast number of possible career options
available to them.
Visiting teacher from the Big Bang West Midlands, 2012
Its a hassle. Its hard work. But its incredibly rewarding and pupils get
to see the relevance of Science. The Fair supports our school
philosophy of not teaching Science, but teaching our pupils to become
scientists.

Head of Science from a High School in the East Midlands whose STEM
Club students won a national Young Engineers Club award in 2011

Instead of answering the question, weve realised how big the question
can be. Theres plenty more for budding scientists to do.
KS3 student following completion of CREST Award
That was the hardest thing I have ever done! Can we do it again next
year?
Year 7 pupil, presenting at their first STEM Fair, summer 2012
I have always been interested in science so when my teacher mentioned
the science project and suggested it to our class I really wanted to get
involved. The Big Bang was an unforgettable experience, I learnt a lot from
it, and then to win an award was an amazing feeling. At first it was quite
daunting as there were so many people there. But I really enjoyed being
able to talk to lots of other people who are interested in science and it was
great to be able to find out about the vast range of different projects. Also it
was a great insight into how research science works. It was an incredible
feeling to be part of the Big Bang.
Sarah, 14-year-old student (STEM Fairs Toolkit, Interview 31)

Further afield, the endorsements for attendance at STEM Fairs are the same
from students who participated in Fairs in different parts of the world. Below
are some quotes from competitors of different nationalities who took part in
the Intel International Science & Engineering Fair in Los Angeles in 2011:
You learn how to present in front of people, how to communicate to
other people because science stuff can be er complicate.
It gies us a reason to look into a certain aspect of science and to
inestigate a concept we are curious about.
I will be going to college soon an science fairs hae taught me a lot
about self-initiatie that I can take to a higher leel of eucation.
It has gien me a loe of science an the conence in mself that I
can be successful in this el.
(http://www.societyforscience.org/intelisef2011)

5.5 Where to find STEM Fairs
The major STEM Fairs in the UK are the UK Big Bang Fair, held annually during
National Science & Engineering Week (March), and Near Me Big Bang Fairs,
held throughout the year, often towards the end of the academic year. The
number of Big Bang Near Me fairs is rising to meet the growing demand from
schools. Details for all of these events are updated regularly on the Big Bang
Fair website (www.thebigbangfair.co.uk).

5.6 Helping your Students in making a Presentation
One of the most important tasks in any project is to communicate the ndings
of the project to a larger audience than fellow class students. The most
common tools used in a STEM fair to communicate information on a project
to the judges, teachers, fellow participants and other audience members are:
a) A Display Board: a visual presentation, generally arranged as a three-fold
display, of the project overview. This may be accompanied, but not
replaced, by video or other multi-media content displayed on a laptop
computer.
b) An Oral Presentation: an overview plus interview where the students are
required to explain their project and also offer information on any aspect they
are being queried upon.
Designing a Display
The project display should create an impact, providing an insight into your
project in a compelling way without you having to explain anything.
Encourage students to make the most of the display area by using all
available space to make an effective display This does not mean packing it
with as many things as can be fitted into the space - layout is crucial. The
general wisdom is that there should be:
40% open space - 30% images or plots - 30% text
The details of the project work needs to be as succinct and as to-the-point as
possible, so it is important to focus on what information the reader needs to
understand the gist of the project. It is very tempting for students to try to
include too much information on their displays, resulting in visual clutter,
rather than a concise, coherent account of their work. Before students even
begin to collate materials for their displays, it is worth discussing with them
what the success criteria for winning posters would be. Subsequently, by
working to this agreed set of criteria, it is easier to get students to critique and
adjust their own presentations rather than having to argue for the removal of
a treasured photo or piece of text which has already found its way onto the
proposed poster!

Recommended poster layouts:

Remember! Less is more.
Dont overcrowd your space and leave 40% of it open
This advice has been adapted from the more detailed information available
in the UK National Science & Engineering Competitions Competitor Guide,
available to download from their website
(www.thebigbangfair.co.uk/_db/_documents/NSEC_Competitor_Guide_FINA
L.pdf).
There are some useful tips for planning project displays written specifically for
a primary student audience (7 11 year olds) on the support pages for the
long established and highly successful Intel Ireland mini scientist exhibition.
(www.miniscientist.ie/helpfulhints) but the principles recommended for
presentation layouts are useful and valid for exhibitors of any age.

5.7 The teachers STEM fair countdown timeline
Your tasks will start even before you help your students plan for their STEM
Competition project and will continue after they have presented their project
to the judges. Check your calendar and block out times when you will be
needed exclusively for school or personal events so that you can work around
them. Now make a note of key dates in the students school year which may
have other calls on their time e.g. residential field trips or coursework
deadlines. Add to this calendar the key dates for the project (such as entry
registration date and competition date itself).
Use the following prompts in conjunction with your annotated school
calendar to map the tasks you will need to complete to periods of the school
year.
How will the proposed projects break down into phases? e.g.
o initial inquiries and investigations
o project research and development time
o evaluation & testing
o final experimental results (or production of final artifact)
o preparation of project presentation?
and how can these phases be accommodated within the time
available?
Are there periods when the support of other teachers, technicians,
STEM Ambassadors will be available how can these opportunities be
optimised?
Are there existing events on the school calendar which would be
exploited? e.g. using the opportunity for students to demonstrate their
projects at a school open evening to give them experience of talking
to a wider audience
Once a core project countdown calendar has been produced, it is important
to share the key dates, targets and review points with the students as even
the youngest students will need to complete their work by the competition of
fair deadline.
From the outset, students need to be aware that in order for them to produce
successful projects, they will need to demonstrate good (time and project)
management skills to match their good research questions and innovative
inquiry skills.

Module 6: Aiming higher
6.1 Background information about the National Science + Engineering
Competition
The National Science + Engineering Competition aims to recognise and
reward young peoples achievements in all areas of Science, Technology,
Engineering and Mathematics (STEM). It is open to 11-18 year olds in the UK
and provides young people with the opportunity to build their skills and
confidence in project-based work. The national finals of the Competition take
place every March, during National Science & Engineering Week (NSEW). The
Thousands of young people enter the Competition every year, either as a
team or an individual, via two entry routes:
Regional: Projects showcase their work at
12 regional heats in June/July.

Online: Projects enter a written or film
application between July - October.
There are prizes awarded at three age levels - Junior (ages 11-14 inclusive),
Intermediate (ages 15-16 inclusive) and Senior (ages 17-18 inclusive) winners
with the overall winners of the Senior age group receiving the additional
accolade of being named UK Young Scientist(s) of the Year or UK Young
Engineer(s) of the Year.
Core prizes - these are the main Competition prizes and the therefore
the most sought after. They are all sponsored by the Department for
Business, Innovation and Skills (BIS).
Special prizes - these are additional prizes which are sponsored by
organisations associated with the National Science + Engineering
Competition, often organisations with specific areas of interest.
Core prizes
Science/Maths Engineering
/Technology
Junior 1 winner
1 runner up
3 highly
commended
1 winner
1 runner up
3 highly
commended
Inter-
mediate
1 winner
1 runner up
3 highly
commended
1 winner
1 runner up
3 highly
commended
Senior 1 winner*
1 runner up
3 highly
commended
1 winner**
1 runner up
3 highly
commended
* UK Young Scientist(s) of the Year ** UK Young Engineer(s) of the Year.
For further information about all aspects of the National Science +
Engineering Competition and to see a video of the most recent National
Awards Ceremony held at the Big Bang Fair, visit the website
(www.nsecuk.org).

6.2 UK Big Bang Fairs
The Big Bang Fair is the UK's biggest single celebration of science &
engineering for young people, attracting over 56 000 visitors in 2012 and with
97% of those surveyed agreeing that they would recommend a visit to others.
Billed as a celebration of science, technology, engineering and maths for
students, the Big Bang Fair is attended by school parties during the week and
by families and anyone else with an interest in STEM at the weekend. The UK
finals of the National Science + Engineering Competition are held annually at
the Big Bang Fair and by having the project displays for the Competition
finalists alongside the mix of interactive stands, activities, workshops, shows
and careers promotions, both sides of STEM enrichment and enhancement
are on display to the thousands of visitors at one fantastic event.
Smaller Big Bang Near Me events are also staged at various times across the
school year to suit local circumstances. 12 of these (held in June/July) also
host regional heats of the National Science + Engineering Competition in
Scotland, Wales, Northern Ireland and in each English region
(www.thebigbangfair.co.uk/nearme/map.cfm).

6.3 Turning a project into a competition entry
The evidence required to give substance to a competition entry includes
good records of the scientific processes which were applied during the
project and for engineering or technology projects, the history of the
prototype development is required, along with test and evaluation data for
the final product. Whilst it is possible to evaluate a school-based project at or
close to its completion and to decide that it has all the right qualities to make
a good competition entry, it is often easier for all concerned to have the
possibility of being entered for a competition in mind from the outset as
evidence for the judges can then be retained at appropriate stages in the
project.
What STEM Competition judges are looking for:
1. Project concept
What was the motivation behind the project?
What were the aims?
2. Project process
How well did the students plan and organise their work?
What sort of experiments and research did they do?
Were they innovative or creative in their approach?
3. Project outcome
How well did the project achieve its aims?
Is the final product or report of a high quality?
Does the project have a real-world application?
4. Personal skills
How well did the students deal with any problems or challenges?
How well did they communicate their project?
Does their enthusiasm shine through?

(adapted from
www.thebigbangfair.co.uk/nsec/how_to_enter/judging_criteria.cfm)
When you and your students have set your sights on taking part in a particular
STEM Competition or STEM Fair it is important to develop an agreed action
plan to make sure that all the components of the entry are developed on
time. Stunning experimental results can be overshadowed by a poorly
produced display or a confused, unrehearsed presentation, so it is important
that students are aware of, and aim to excel in, every one of the assessment
areas.
6.4 Keeping a Project Log
Documentation is a very important part of any STEM fair project. If students
projects are being completed as part of a formal Award Scheme such as the
Engineering Education Scheme (EES) or CREST Award Scheme, they will be
required to complete a project log and to collect evidence of the scientific
and/or technological processes that they have employed. Even if a formal
research log is not a requirement of the competition which the students are
preparing for, it is a good idea to provide students with a project notebook
and to introduce them to the discipline of recording their thoughts, plans and
investigation notes as an integral part of their project management.
Some competition rules require students to go further than just keeping a
contemporaneous account and they require a developed research plan
which gives the overview of the proposed aims, investigation design, methods
of data collection and analysis and anticipated outcomes. This parallels the
real world where research teams have to substantiate their bids for funding
with details of the research and development methods which will be used to
meet the contract requirements.
When a class or STEM Club has several projects running concurrently a
generic timeline with key milestone dates marked on it can act as a useful
reference tool for both staff and students (especially if the timeline is
displayed at a count down to the submission and judging date(s) and is
prominently displayed in the location where the students meet to work on
their projects).
Getting individual project teams to produce their own timelines to fit with their
experimental designs gives students ownership of their work, whilst still allowing
staff to have a clear overview of the progress made, and to retain overall
responsibility for the getting the projects completed on time.

6.5 Collecting supporting evidence
The students logbooks should be unlike any other written work which they
produce for school. It should be used to log thoughts as well as events, to
include failed attempts as well as successes, interim data sets and graphs and
photos of experimental set ups during the preliminary investigations, not just
staged photographs of the final arrangement. The log also includes the
contemporaneous accounts of students thoughts about where the inquiry
work is leading them, so it can include cerebral sections as well as hands
on sections (although these will be recorded in chronological order, so
interspersed through the log, not appearing in different zones within the
book).
Depending on the nature of the project, it may generate evidence in the
form of electronic data video evidence, captured datalogger outputs,
images of transitory effects, etc. so the notebook may be supplemented by a
dedicated project folder stored and backed-up on a reliable server.
Even if they are working as part of a team, students should keep their own
notebooks. When the team members come together to produce a single
project presentation for a Fair, the different perspectives on the development
of the project which are recorded in individual students handbooks provide
a richer range of evidence and make the story of the project easier to retell
for the competition judges.
6.6 Writing an Abstract
After the students have completed their investigations and development
work and have reached a conclusion or final product, they will need to write
an abstract which includes:
For Science/Maths For Technology/Engineering
the purpose of the
experiment
description of procedures
used
data analysis
conclusions
description of development
stages
outcomes of tests and
evaluation of product
example of final artifact with
performance specifications

Do nd out if there are any conditions governing the abstract to be submitted
by the students. For example, the Intel International Science and Engineering
Fair limits the abstract to a maximum of 250 words. Remind your students to
use the formatting style specied by the competition organisers, if any.

6.7 The World of Intel ISEF
Looking for the ultimate challenge? The Intel ISEF is the world's largest
international pre-college science competition and is held annually in the
United States. (www.societyforscience.org/isef). The Intel ISEF unites these top
young scientific minds, showcasing their talent on an international stage and
enabling them to submit their work to judging by doctoral level scientists,
providing the opportunity to compete for over $3 million in prizes and
scholarships. There are some profiles, including videos, of winning students
and information about their projects on the ISEF website
(www.intel.com/content/www/us/en/education/competitions/international-
science-and-engineering-fair/winners.html).

(International science fair finalists restore fish populations and promote marine
conservation)

Every year some lucky winners at the UK National Science + Engineering
Competition, held at the Big Bang, are nominated to attend the Intel ISEF
final. The Competitor Diary available on the Young Engineers website
(www.youngeng.org/index.asp?page=1419) gives an excellent insight into
the atmosphere at the event and t describes the build-up to the judging from
a competitors perspective. There are also a few interesting interviews with
competitors from other countries which help emphasis the international and
cultural nature of the event.
The UK National Science and Engineering Competition is an example of a
Intel ISEF affiliated event and others take place across the world, existing in
nearly every state in the United States as well as in in 65 other countries,
regions, and territories. All the affiliated fairs are available from
http://apps.societyforscience.org/find%5Fa%5Ffair/index.asp
Entries for the ISEF Fair, and all the subsidiary affiliated fairs, have to meet a
rigid set of rules and the next section outlines the necessary steps to submit a
winning science fair project.

Reading the Rules and Regulations
There are a number of different categories for entries to Intel ISEF and it is
essential that students target the category that best fits their proposed project
as failure to do so could result in their work being rejected. For the scientic
projects, students must demonstrate that they have followed the scientic
method as defined in the Intel ISEF rules and for the engineering projects,
students must follow the engineering design process specified in the rules.
Refer to the Intel ISEF Rulebook
(http://www.societyforscience.org/isef/document) for a complete description
of all types of projects.
Before time is invested in taking the project idea further it is important to nd
out about any restrictions in place on submission of STEM fair projects due to
their proposed methodology, subject for study, or health and safety issues.
Every science fair has certain set rules and guidelines on conducting
experiments or investigations which have to be respected and followed.
Some projects may require approvals from an IRB (Institutional Review Board
or SRC (Scientic Review Committee) before they can be executed.
The Intel ISEF Wizard is a useful tool to check which forms and prior submissions
different types of project would require and the essential forms are also
available to download from the website. Although the responsibility ultimately
lies with the designated supervising adult (normally the STEM teacher), it is
advised that students use the wizard as well so that they fully are aware of
any issues associated with their project design and can take ownership of the
actions necessary to work within the competition rules and regulations.
At later stages, as the adult supervising the project, you will have to evaluate
carefully if there is any risk to the health and safety of the students carrying
out the experiment or to any live subject matter of the experiment. It is
important to know if there are any restrictions that can affect the experiment
or investigation that your students want to conduct. One useful way to keep
everyone aware of them, throughout the project is to post a copy of the rules
and regulations list on the class bulletin board.
Joining the Intel Engage Group
If you are planning to get involved in any of the Intel sponsored project
competitions, you may find it useful to join the online community Intel
Engage (http://engage.intel.com). Some of the discussion strands in the
community go beyond the topic of taking part in competitions but as they
are all stimulated by teachers engagement in inquiry-based learning and
curriculum development, they contain a wealth of useful information.

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