3M Young Innovators Challenge – coming soon for 2022!

We are planning to hold the 3M Young Innovators Challenge in 2022 for primary schools with a welcome return to face-to-face judging and presentation events, subject to government Covid-19 guidelines in force at the time.

Watch this space for further information. If you are a Year 3-6 primary school teacher or Science Coordinator in Leicestershire, South Nottinghamshire, Bracknell Forest or Wokingham and would like to be added to our mailing list for further information, please send your details to younginnovators@mmm.com


Fragile Freight Challenge

Berkshire

Fragile Freight Challenge

  • Fragile Freight Challenge

    What's it about?

    This secondary Challenge enables pupils to solve a problem faced by communities in Nepal who grow produce (including tomatoes) on high mountain terrain. They need to transport it, without damage, to a market below; however, carrying produce down the mountain can be a long and difficult journey. The Challenge is for students to design a model/system that can move this ‘fragile freight’ down the mountain in a safe and controlled way without damage.

    In addition to STEM learning into forces, gradients, material properties and structures, this challenge also supports general understanding of global issues and gives students the opportunity to find out more about Sustainable Development Goals / Global Goals, particularly Goal 9 – Industry, Innovation and Infrastructure.

    The aims of the Challenge:

    • To design and build a model/system to move the greatest possible weight of cherry tomatoes in a controlled manner from a starting station to a base station in two minutes. The base of the loading container(s) to hold the cherry tomatoes must start its journey at a height of at least 85cm above ground level and descend to deposit the cherry tomatoes at ground level, travelling across a horizontal distance of at least 100cm
    • Encourage problem-solving, team work, presentation and communication skills
    • Increase students’ awareness that engineering design is influenced by the world around us, including geographical location and available resources

    Eligible school year groups: Years 7-9

    Entries accepted from: Individuals or teams of 2-5 students. Schools may submit a maximum of 3 entries for the Challenge. Teams may be mixed age if desired.

    Open to: Bracknell Forest and Wokingham Authority schools, academies and private schools. Home-educated children may also participate. See our Terms and Conditions.

    Watch the video to see the creative designs in the 2019 competition.

  • British Science Association CREST Awards

    CREST Bronze Awards

    3M will pay for entries for the Fragile Freight Challenge to be submitted for a British Science Association CREST Bronze Award. See our Terms and Conditions. Please indicate your consent on the Entry Form.


Important Dates

Closing date for entries: 25 March 2021


Virtual judging: 10 May 2021 by Microsoft Teams meeting. Please indicate your preferred time on the entry form.

Judging
Entries will be screened to ensure they meet the entry criteria. Students, supported by their teacher, should make a video diary of their project work, from the initial gathering of ideas and concept development, through to design modification, testing and problem solving. The video should be a maximum of five minutes duration and should be submitted in advance of the judging session. Students will be asked to deliver a presentation of up to 10 minutes length via a Microsoft Teams meeting to demonstrate their model/system and talk through their background research, material selection, design experimentation and construction processes. Prototypes showing the evolution of the design should also be included. The judges will ask questions about the model/system and their work. All members of a team should play a part in the presentation.
Testing
Please check that the model only uses materials from the Materials List and that the position of the base of the loading container(s) and horizontal distance covered are correct. Please use a digital stopwatch to record the two-minute time periods and digital scales to record the weight of the cherry tomatoes transported. Two attempts should be made and these should be recorded as part of the video diary. The greatest weight of tomatoes carried will be used for the allocation of marks.
Mark Scheme

Up to 30 marks for the total weight of cherry tomatoes transported


Up to 25 marks for idea generation

  • Students should demonstrate their understanding of the aim of the Challenge, describe the background research and influences on initial design ideas and material selection

  • Up to 20 marks for design development

  • Students should demonstrate evidence of STEM learning in design development, prototyping and building their model/system. Explain how they worked as a team and problem solved

  • Up to 10 marks for an understanding of Sustainable Development

  • Students should explain the importance of engineering to achieving sustainable development goals; how real-world applications influence design; describe how their model/system could be adapted to other applications to support sustainable development

  • Up to 15 marks for quality of the presentation and video


    Total marks available = 100


    The students’ year group will be taken into account when awarding marks.


    Judges will select 4-6 finalists who will be invited to attend the virtual 3M Young Innovators Challenge presentation event on Thursday 27 May 2021.

    Prizes
    £750 of science or design and technology equipment for school use plus a £50 gift voucher for the winning individual or team member. All finalists and their schools will receive a framed certificate.

    All entrants will receive a certificate of entry and personalised feedback from the judges.
    Curriculum links
    Links to Science Curriculum (England) Links to Design and Technology Curriculum (England)

    Key stage 3


    Scientific attitudes; pupils should be taught to:

  • pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
  • understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review

  • Experimental skills and investigations; pupils should be taught to:

  • ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
  • make predictions using scientific knowledge and understanding
  • select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables
  • make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements

  • Analysis and evaluation; through the content, pupils should be taught to:

  • present observations and data using appropriate methods, including tables and graphs
  • interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
  • present reasoned explanations, including explaining data in relation to predictions and hypotheses
  • identify further questions arising from their results

  • Forces

  • forces as pushes or pulls, arising from the interaction between 2 objects
  • using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
  • non-contact forces: gravity forces acting at a distance on Earth and in space
  • Key stage 3


    When designing and making the model, pupils should be taught to:


    Design:

  • identify and solve their own design problems and understand how to reformulate problems given to them
  • develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  • develop and communicate design ideas using annotated sketches

  • Make:

  • select from and use specialist tools, techniques, processes, equipment and machinery precisely
  • select from and use a wider, more complex range of materials and components, taking into account their properties

  • Evaluate:

  • test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

  • Technical knowledge:

  • understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

  • Important documents to download

    Please make sure you download these important documents for the Fragile Freight Challenge. Please save the entry form to your device and send as a file attachment to NorthEuropecomms@mmm.com.


    If you have any questions, please Get in Touch.
    Please see our Terms and Conditions.


    Judges

    • Robert Sutton

      Robert Sutton

      Robert Sutton is the laboratory manager for the Fire and Self-Contained Breathing Apparatus (SCBA) product development team at 3M’s Skelmersdale site. Following a degree in Physics and Electronics, Rob’s initial career with GEC was the design and manufacturing optimisation of electro-optics devices. This culminated in the role of head of engineering for the Thermal Camera Business Unit and the launch of the first widely used fire-fighting thermal imaging camera. Since joining 3M, he has managed the design of all aspects of the Fire and SCBA portfolio, and has led international joint venture and site relocation projects.

    • Richard Putland

      Richard Putland

      Richard is a Process Engineer with a degree in Chemical Engineering, which combines Maths, Physics and Chemistry and applies this to industry. He works at Wood plc in Reading, Berkshire as a Project Process Manager. This work has involved travel to countries such as Saudi Arabia, Korea and China.