Discovery challenges (ages 10-14)

Typically completed by 10-14 year olds, students work collaboratively on a five hour project or challenge in self-managed groups. During the project, they use a CREST Discovery passport to record and reflect on their work. Afterwards, students communicate their findings as a group presentation.

Each pack provides teaching guides, kit lists, example timetables and suggested starter activities to help you run your day. Find out more about CREST Discovery Awards.

There are more CREST approved resources that have been developed by our partners and providers specific to your region.

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8 months ago

Enrich my classroom

  • Text
  • Nanotechnology
  • Electricity
  • Workshop
  • Materials
  • Task
  • Classroom
  • Apps
  • Ergonomics
  • Investigate
  • Magnetic
  • Enrich

Workshop 5: Electricity

Workshop 5: Electricity Overview and background There are many different ways in which we generate electricity for use in our homes, businesses and schools. Currently, we are aiming to use fewer sources that produce large amounts of CO 2 emissions, such as coal-fired power stations. The sources that have little or no CO 2 emissions during operation are nuclear power stations, or renewable energies such as wind, solar and hydro-power. Using renewable energy has led to more and more electricity being generated locally to where it is used. Aim In this workshop students will work in pairs to investigate ways of meeting your school electricity needs using local sources. The activities are designed for 11–14 year olds: younger and lower ability pupils should complete part 2a, older and higher ability pupils should complete part 2b. Part 1: How is electricity produced? • Students are asked to write down different ways of generating electricity and to describe how they work. They should do as much of this as possible using their own knowledge. However, they can move on to using the internet to carry out research once they have a few examples written down. • The next task is for students to see that moving a magnet near a coil of wire can produce electricity. They should be provided with the materials to investigate this. A time limit should be set for the first task so that they all move on to this activity together. This allows the session leader to demonstrate how to set up and use the equipment. Part 2a: Electricity in school • Pupils are encouraged to think of all the different items in their classroom that require electricity to help them learn. • Pupils should consider alternatives, and make predictions as to whether the classrooms of the future will require more or less electricity. Part 2b: Power usage • Each pair should calculate the electricity usage for their classroom. To do this, each pair should be given a copy of the Power usage Fact file. They can also carry out internet research if needed. • Once they have a total for a classroom they will need to come up with ideas on how they could reduce this. 18

• The last task involves coming up with new ideas to generate electricity that didn’t come up in their list in the first task. These can include ideas linked to movement around the school; for example, there are surfaces that use motion from walking and turn it into electricity. Each pair should be given a copy of the Movement Fact file. You will need to provide: 1 Writing materials 2 Calculators 3 Materials for investigating electricity generation, e.g. coils of copper wire, magnets and multi-meter 4 Access to computers for internet research You will need to print: 1 Task sheets (1 per pair) 2 Power Usage Fact file (1 per pair) 3 Movement Fact file (1 per pair) 19