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BP_Ultimate_STEM_Challenge_Presentation.pptx
- 2. The Ultimate STEM Challenge 2018/19 Competition for UK 11 to 14s Put your STEM learning into practice in the real world Get creative and improve lives Build skills you’ll need in the world of work Work on your entry in class, during STEM club or independently Win incredible prizes
- 5. What could you reimagine? Whether it helps solve a global problem or makes day-to-day life run a bit smoother for people, show us how your idea will help to improve lives. Will it be something big, like a more efficient way to get clean energy? Or a small, everyday item, like a hairdryer or stove? Will it be a thing, like a sticking plaster … … or a process, like how to look after your health?
- 6. How does it work? 1. Get started Form a team of 2, 3 or 4 people. Decide what you will reimagine: Who will you help, and what aspect of their lives are you going to improve? 2. Carry out your project Develop your solution and complete your project. Document your process! We need photos and/or videos at all stages. Make a short video or PowerPoint explaining your work. 3. Enter! Ask an adult to submit your project online. 4. Final Finalists will be announced in March and the Grand Final will be held in June. Questions?
- 7. Win incredible prizes! • Amazing day at the Science Museum in London for the grand final • £1,000 worth of prizes to be won • Prize bag full of Science Museum and STEM goodies • All entries shortlisted for the semi-finals will receive a prestigious Bronze CREST Award from the British Science Association Get inspired
- 8. We’re looking for you to harness STEM to solve real-life problems. Entries will be judged by how well they meet these criteria: 1. Is it STEM? Clearly explain the science, engineering or technology behind your design. 2. Is there a prototype? Bring your idea to life with a prototype, digital model, mock up or proof of concept. 3. Does it help? Prove you’re solving a real problem and making life better for people. 4. Does it work? Show us your STEM research and how it’s a realistic, practical and safe solution. 5. Is it clear? Clearly explain your ideas and the STEM behind them, using words, photos and video. 6. Does it stand out? Show us that your idea is different, original and creative – but built on real STEM! Detailed criteria Judging criteria
- 10. Not sure which problem to tackle? Try 3 or more ideas below for 5 minutes each Room 101 Make a list of things you would nominate to banish from the world. Think about your life or the wider world. In their shoes List different groups of people in your community. Imagine a day in their life. What problems might they run into? Past the sell-by date What things in daily life have become obsolete? (Think landline phones, carrying cash...) List as many as you can. Not from around here You’ve been dropped in a different country. How might daily struggles might be different from your own? Wall of ideas Write any ideas that come to you on separate sticky notes and put them on the wall. Then move notes to organise them into themes. 1 + 1 Take one minute to sketch an idea, then one minute to explain it to your team.
- 11. Stuck? Here are 6 ideas you can use An app that empowers young women. A way to get to school that fits in your backpack.
- 12. Got your problem? Use STEM to find a solution! Work backwards Imagine how life will be once your problem is solved. Work backwards to show the steps that would get you to that final phase. How would STEM fix the problem? Work alone and then share your ideas with your group. Be a pessimist Look at your best ideas. List all the things that could go wrong, and reasons why they wouldn’t work. Go back and think about how to get around those problems.
- 13. Make it work, make it brilliant What if…? Think of some hypotheticals. What if your solution had to be bigger, cheaper, faster, work in a different place, etc.? Any questions? List any questions that you don’t think your group has covered yet.
- 14. Idea checklist If you can answer YES to all the questions above, it sounds like you could have a winning idea ready to develop! Got your solution? Great! Time to put it to the test Have we identified who we want to help? Does it use STEM? Is it different from what’s already out there? Could we build some kind of prototype? Can we get the materials we need for it? Can we build it safely? Can we find ways to improve it? Will our idea really help these people in some way? (Can we find a way to test this?)
- 16. How can research help us? What questions should we ask to find out more? The problem Existing solutions How STEM can help How have people tried to solve the problem before? What already works … and what doesn’t? How can we avoid copying existing ideas?
- 17. How do we ‘unpack’ the STEM? Keep asking ‘How will that work?’, to identify the STEM behind your idea. It’s really important to demonstrate the science behind your idea / show how your solution applies real engineering or technology. So how do you identify the right links to STEM? Ask ‘How will that work?’ Spot the STEM Find out if you’re right Keep asking ‘How will that work?’! Use what you discover to change or improve your ideas so your solution will really work! Describe every step or feature in as much detail as you can. Identify the STEM topic that’s relevant to each step or feature. Research the STEM topics you identify. Can you back up every step or feature with real STEM?
- 19. Prototyping and building How can we bring our ideas to life? 3D printed 3D computer model Labelled design Detailed model Screen designs App screen designs Quick sketches and junk models Discuss and interact with each version Make new versions with your new ideas Make your final, best version
- 20. Developing and refining • What’s good about it and might work well? • What’s not so good or might not work? • Are we being realistic? • Are we basing our ideas on real STEM? • Could we be more exciting? • What’s missing? • What could we remove? • What could we make simpler? • What could be better?
- 21. Developing and refining Design a mini investigation Survey Test an idea User Testing Test a prototype Investigation Test the science Create a survey using multiple choice, Y/N, or ‘scale’ questions. For example, ‘On a scale of 1-5, how useful is this product to you?’ • What conclusions can you draw from your survey? • How can you use your survey data to help refine your project? Create tasks or questions to see how your prototype is used. For example: • How would someone turn it on? • How would someone hold it? • Collect as much data as you can. • What conclusions can you draw from this data? • How can the data help refine your project? Plan an investigation to test the science behind your design. • Create a hypothesis to test. • Identify your independent, dependent and control variables. • Do your investigation, gather and interpret your data. • Make sure your investigation is valid, reliable and repeatable. Don’t forget! Document your work as you go – take video or photos for your PPT or film entry.
- 23. Your final entry: choose a format Option 1 PowerPoint Presentation Option 2 YouTube video + Supporting Information sheet • No more than 3 minutes long • Privacy settings must be set to ‘anyone with the link’ • Video submissions must be accompanied by Supporting Info Sheet as a MS Word file (.doc/.docx) • No more than 20 slides • No more than 10 Mb file size
- 24. If you make a PowerPoint If you make a video Write clearly Check your spelling and grammar. Use pictures Pictures and diagrams can be more effective at explaining your ideas than writing lots of words. Remember copyright Don’t use any music, images, videos or sounds that you didn’t create yourself. Sound check Make sure everyone speaks clearly and check that the sound in your video is easy to hear. Time is ticking You’ve only got 3 minutes, so be short and to the point. Supporting doc Video entries MUST be accompanied by a Supporting Information form. B Don’t forget! Make sure to review the judging criteria!
- 25. What NOT to include Your names – choose a team name instead Any other identifying information, such as your address or school Stuff that doesn’t belong to you – no music or images that you haven’t taken yourself or got permission to use This is to keep you safe!
- 27. How to enter Your teacher goes on to BPES and completes the form. They will need: • Your team name • Info on any adult support you’ve had • To know where you did your work (e.g. STEM club, during school, at home) • Either your PowerPoint (10 Mb max) OR YouTube link and completed supporting info form (PDF) If you have any issues, contact us. Use Screenshot
Editor's Notes
- Time required A basic project will take around 6-10 hours to complete. We recommend working on the project in a STEM club. The number of sessions will affect how much work students need to do in their own time. Students can also work on the project independently, but will need an adult to submit the entry on their behalf at https://bpes.bp.com/ultimate-stem-challenge
- Ask students: Have you ever noticed that something just isn’t working? Many of the technologies, systems and items that we use every day were designed long ago when the world was very different. With all that we now know about technology, engineering and science, can you come up with a better solution? Example: In many parts of the country, public transport in the cities is always overcrowded and can be difficult to access for some users (such as people with disabilities, parents with prams and pushchairs, people with bikes, etc.). Your challenge is to think of a problem (in your life, in your community, or in the wider world) and reimagine a better solution for it.
- Play the launch video (found at: https://bpes.bp.com/ultimate-stem-challenge [2m25s]) to introduce the challenge and excite the students about the possibilities.
- Leaders’ notes Whether it’s big or small, you need to reimagine something that really could change peoples’ lives for the better. It might be for people like you, or for people whose lives are very different to yours. What about someone who is … younger than you? … older than you? … living in a less economically developed country, without access to some of the things you can take for granted? … living with a disability, who might need adapted versions of everyday items? Who else might you be able to help? Every great innovation and invention helps someone. It might help just a few people, or millions. The important thing is that the inventors spotted a chance to make life better for people with a certain problem.
- Because this year’s Ultimate STEM Competition is a bit different, we’ve changed the judging criteria a little. Students don’t necessarily need to include a practical investigation as part of their entry, but we do need them to show the science behind their idea, or show how it uses real principles of engineering or technology. For more detail and some ideas about what a great entry might include, visit: https://bpes.bp.com/ultimate-stem-challenge-judging-criteria
- The ideas in this section will help students identify the problem they want to solve, and what kind of solution they can develop. Try to keep this fast-paced, and avoid spending too much time on any one brainstorming technique.
- Use these ideas with teams that aren’t sure where to start. If they have already thought of a problem they want to solve, you may want to skip to slides 15-17. Encourage teams to choose 3 or more of these brainstorming techniques, spending about 5 minutes on each. After they’ve generated several ideas, they should try to narrow them down to their top three.
- If students are really stuck, here are six ideas to use or adapt, to get them started. Teams should still think more specifically about who they will help, and what problem they can solve by generating practical ideas around one of these ideas. (Teams will not be penalised for using one of these ready-made ideas!) Power an everyday device using renewable or human energy. What devices or gadgets do students use the most? How could they power these using only renewable energy or energy they provide themselves? What difference could using more renewable energy make? Reusable packaging for sandwiches, crisps or chocolate. A lot of the packaging used for lunch items isn’t recyclable, like the laminate plastic used for crisp wrappers. How could students reimagine these packaging items so they are reusable? Would this change how we buy lunch items from shops or canteens? An app that empowers young women. How could smartphone apps make a big difference to the lives of young women, perhaps in less developed countries? How could apps help women stay safe, find essential health information, have a voice, or get better access to education and employment? A new children’s toy to inspire future engineers. Many of today’s engineers were inspired by their childhood toys, like building bricks. But engineering and technology are changing, so what toy might inspire tomorrow’s engineers? A way to get to school that fits in your backpack. The school run causes lots of congestion, but getting the bus isn’t always possible. What packable transport could transform how students get to school, or how employees get to work? Think safe and sustainable! ‘Smart’ clothing for the very young or very old. Smart clothing with sensors and transmitters could monitor the health and wellbeing of vulnerable babies, young children or the elderly. But what could these clothes sense, and how?
- Use these activities once students have identified the problem they want to solve. Work backwards: Ask students to work individually. Starting with the end scenario where their problem has been solved, they should work backwards, identifying a series of steps leading back to the present. How did they get where they needed to go? When they compare their work, they may find that certain themes emerge. These themes may help the students to find their STEM solution. Be a pessimist: Once students have narrowed their ideas down to no more than 3, give them a few moments to list out all the possible pitfalls, weak spots, impracticalities, etc. Then they should go back to see if they can respond to each criticism. This can help students to identify which ideas would make the strongest candidates for a project. Further ideas Role playing: act out the problem and see how this helps you spot solutions. Storyboarding: sketch a storyboard of the problem and what life might be like if it’s solved. Quick junk modelling: make quick and dirty models from scrap materials and sticky tape.
- Pass to the left You’ll need some sheets of paper (A5 is a good size) and pens for each group. At the top of each page, students should write the headings in the boxes. It’s fun to do this with a timer. Using the prompts, give students 1 minute to write as many ideas as possible and then one minute each ‘round’ to read their teammates’ ideas and add ways to make each one better or more interesting, or a question that might help. You might want to explain that to ‘build on’ an idea is to make it better – students should not be critical of ideas, only improve them. Once each student has written on each page, they can discuss any new points that have come up.
- Students can use this checklist to help make sure their chosen idea is the right one to develop. If they can answer ‘yes’ to each of these questions (to the best of their abilities), then it’s probably a good project to create for the competition.
- This section will guide students in researching their idea and finding out if it is feasible. Part of the judging criteria for the Ultimate STEM Challenge is that students must demonstrate that they’ve researched the problem they are trying to solve. They should be able to show that they are aware of what solutions are currently available, and why their idea is different or better. Their research can also help them identify the STEM topics that apply to their idea.
- Here are some questions that will help students research their problem, any existing solutions, and the science, engineering and technology that might form part of their solution. Teams should research online and (if possible) interview the people they would like to help - or even an expert, like a visiting STEM Ambassador. For more information on STEM Ambassadors, visit: https://www.stem.org.uk/stem-ambassadors/local-stem-ambassador-hubs Students should present the main points from their research as part of their entry, so they will need to record what they find.
- The more students discuss and ask questions about how their idea will work, the deeper they will dig into the STEM behind it. This also goes hand in hand with the prototyping and building process on slides 22-24. The key is for students to really think about how their idea would work, step by step, so they can identify the essential STEM that enables each step or feature will work. This breaks the idea down into ‘chunks’ that students can then link to specific topics to research. You might want to help students by providing them with a list or map of topics, or by helping them create one of their own. Good sources include: Your Key Stage or other curriculum specifications The contents pages and index of revision guides Online revision guide indexes Example: A team thinks they have an idea for growing legumes as an environmentally friendly way to feed a growing population. They identify that this includes engineering smaller plants that produce more seed pods, and a new design for a greenhouse that saves water and reduces energy inputs. Using a revision guide, students spot that the science topics relevant to their idea include… Genetics and inheritance (biology) Plant nutrition (biology) The carbon cycle (chemistry) Energy transfers (physics) … which they research online. They also identify that they will need to consider the materials needed for the greenhouse structure and covering, so it maintains the optimum environment for the growing legumes while being resistant to degradation from sunlight, so they research greenhouse designs and suitable materials for the structure and covering. In light of what they discover, students suggest using bamboo to make the structure, which can be grown on site, making their design more environmentally friendly. They identify recyclable materials for the covering, reducing the waste impact of their design, and think of ways the system can respond to changes in temperature or humidity without the need for complex electronics.
- We suggest students use at least two STEM club sessions, plus any independent time they wish to spend, on developing their initial ideas into the prototypes they will include in their competition entries.
- You’ll need a selection of junk modelling materials, like clean plastic and card, along with sticky tape and glue (hot glue guns are good for this, if your D&T department uses them, as the glue sets almost instantly). A3 paper, pens and pencils are also useful for quick sketching. In the first of these sessions, students can work through as many iterations of their idea as possible, quickly modelling or sketching each version to show how their idea has improved. The questions on the next slide can help teams to be critical of their ideas and identify ways to make them better. In the second of these sessions, plus in their own time, teams should produce a higher quality ‘finished’ prototype that will form an essential part of their entry. Depending on the ideas students have developed, this could be: A detailed model made using wood, plastic and other materials, finished to look as close as possible to the ‘real’ item A 3D printed model, or something that includes 3D printed elements – especially good for unusual shapes. A 3D model developed using 3D design software like SketchUp Labelled design sketches, life size or to scale For app or software ideas, this might be: Sample designs of key screens and menus Wireframe designs that show the app structure, menus and interactivity (wireframing is simply sketches of screen content and functionality - search ‘app wireframe’ for web page and image results that bring the idea of wireframing to life)
- The questions on this slide can help teams to be critical of their ideas and identify ways to make them better. Show these questions as teams develop their prototypes and sketches in the first session
- Survey If students have an idea but haven’t developed a prototype, they can create a survey to better understand how realistic their project may be. They can create a list of closed questions to ask potential users, and use the information they collect to inform the next phase of their project. User testing This is a great way to test a prototype that you already have. For example, if students are creating an app to help women in disadvantaged communities find childcare, they may want to set tasks or ask questions such as: What would you click on to find out the opening hours? What would you expect to happen if you click this button that says ‘more info’? Where would you look if you wanted to find out the price of a service? By observing how people interact with their prototype, they can better understand what kind of modifications their idea might need. Investigation For projects that have a strong science element, students may want to carry out a scientific investigation. They can plan and carry out their investigations, then use their results to help refine their solution. In all cases, students are encouraged to document their process with photos and videos to demonstrate the work that they have done.
- Creating the final presentation could be done in one or two sessions. Assume students will need to spend some of their own time on it too, particularly if they choose to create a video.
- The presentation is an important part of judging criteria 5 (Is it clear?). For additional guidance, visit: https://bpes.bp.com/ultimate-stem-challenge-judging-criteria Encourage students to practice delivering their presentation to classmates. They can use their feedback to help them refine their presentation and make the strongest entry possible.
- Remind students that they should not include their names or any other identifying information in their presentation – they should each choose a team name to use instead. They should also be mindful of copyright infringement for any media they plan to use. Ensure any images or music are their own work or that they have permission to use it. Helpful resources include: YouTube: offers a copyright free music library. (https://www.youtube.com/audiolibrary/music) Wikimedia Commons: collection of freely usable media files. (https://commons.wikimedia.org/wiki/Main_Page)
- Once students have completed their project, they will need a teacher to submit it. This section details the process and the information you will need.