This category encourages investigations through STEM activities. In this category students are encouraged to submit an investigation on a STEM Inquiry Based Learning (IBL) project they have completed at their school, which may include photos or a record of each step of the process. The STEM project needs a real world focus with integration of learning areas.
As teachers you need to design and implement a STEM Inquiry Based Learning (IBL) project as per your schools everyday teaching, learning and assessment cycle. The resource engineering design process is a series of steps that could be used to guide students as they solve problems. Teachers could encourage students to follow the steps of the design process to strengthen their understanding of open-ended design and emphasise creativity and practicality.
Entries will be judged on the following criteria:
1. Select a question you would like answered. The question MUST relate to a STEM activity.
2. Identify the risks involved - Risk form
3. Design a prototype or product and test it.
4. Measure and carefully record the results of the investigation. This could include data, graphs, pictures, photos, sketches or a logbook.
5. Write a discussion that discusses strengths and weaknesses of the prototype or product, and explain how you would improve your prototype or product if you did it again.
6. Write a conclusion that briefly explains the answer to your original question.
7. Make a list of any references you used in preparing or writing about your experiment.
All the information should then be presented in any appropriate form including a practical report, poster, photo essay, web page or other method.
Students will be judged by the following criteria
- Background theory researched/explained clearly and concisely
- Writes an aim in correct format
- Complete a risk assessment stating risks and precautions to consider
Prototype or product
- Evidence of product design - this may be plan and photos
- Photographs or video of the product or prototype
- Diagram (where appropriate) completed neatly and fully labelled
- Observations (where appropriate) completed in detail.
- Results carefully measured and formatted
- Tables and graphs carefully constructed with titles, units and headings correctly done
- Photos and diagrams labelled and clear (where appropriate)
- Pattern of results described
- Strengths and weaknesses in the design
- Improvements to be made to the design
- Results summarised and related to aim and viability of the product/prototype.
- Correctly formatted list included where appropriate
- Correct format used
- Correct use of scientific terms and units
- Expression clear and concise
- Good spelling and grammar