Leicestershire/Nottinghamshire

DizTech Challenge

What's it about?

Our DizTech Challenge for secondary schools is aligned with the Design & Technology curriculum, with an emphasis on iterative design. We've teamed up with the RNIB College, Loughborough, to consider the needs of young people with physical disabilities. Students are asked to design and construct either a sensory toy; a product to make a sports activity or hobby more accessible; or a device to make performing an everyday task easier for a young person aged under 18 years who has a single or multiple physical disability. Judges will be looking for strong evidence of background research into user needs, innovative material use, and design development including modelling and prototyping - as well as a quality finished product.

Eligible school year groups: 7-11

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: Leicestershire and Nottinghamshire Authority schools, academies and private schools within the circulation area of the Loughborough Echo or who are members of the Loughborough Learning Alliance. Home-educated children may also participate. See our Terms and Conditions.

CREST Bronze Awards

3M will pay for entries for the DizTech 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.

Information for teachers

- The aims of the Challenge are to (i) design and construct either a sensory toy; a product to make a sports activity or hobby more accessible; or a device to make performing an everyday task easier for a young person aged under 18 years who has a single or multiple physical disability (ii) maximise students’ STEM learning throughout the research, concept generation, development, prototyping, and construction phases of the project
- Physical disability includes but is not limited to sight loss, hearing loss, manual dexterity, paraplegia, hemiplegia and quadriplegia
- Whilst use of glue or other adhesives is permitted, students should use construction methods which limit or avoid its use
- The type and source of materials used should be included in the presentation
- Electronics may be incorporated into the sensory toy, product or device
- The sensory toy, product or device can be any size or shape but must be transportable to the 3M offices for judging and be ergonomically appropriate for the chosen age of the child
- The age of the child should be clearly stated
- Relevant anthropometric data that supports the finished product dimensions should be included in the presentation
- Toys, products or devices should be brought to the judging session in May and do not have to be submitted in advance
- Entries must be the students' own work
- The Royal National Institute of Blind People (RNIB) College in Loughborough is offering entrants to the Challenge the opportunity to meet its staff and students at an interactive experience day. The visit will allow students to gain insight into the lives of young people living with a single or multiple disability, providing valuable research to support their project. Each school visit will last for two hours and can be booked on either Wednesday 5th February 2020 or Wednesday 26 February 2020. Please contact June Murray, Principal on jmurray@rnibcollege.ac.uk to book your visit
- Download the entry form

Closing date for entries: 25 March 2020

Judging: 12 May 2020 at 3M, Charnwood Campus, 10 Bakewell Road, Loughborough, LE11 5RB. Please indicate your preferred judging time on the entry form.

Judging

Entries will be screened to ensure they meet the entry criteria. Students, accompanied by their teacher, will be invited to present their sensory toy or device to the judges and give a presentation of up to 10 minutes on their background research, material selection, design experimentation and construction processes. Sketches, models and prototypes showing the evolution of the design should be included. The presentation can take any form (Powerpoint® slides, poster, simple talk etc.) and should aim to build the students’ confidence, communication and presentation skills. The judges will ask questions about the sensory toy or device and their work. All members of a team should play a part in the presentation.

Mark Scheme

Up to 15 marks for background research including target audience and material sources
Up to 15 marks for initial design concepts
Up to 40 marks for design development including models/prototypes and construction of final design
Up to 10 marks for innovation
Up to 20 marks for quality of the presentation
Total marks available = 100

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

Judges will select up to five finalists who will be invited to attend the 3M Young Innovators Challenge presentation evening at Charnwood Campus on 19 June 2020, where their sensory toy or device and presentation materials will be displayed and the winner will be announced.

Prizes

£750 of 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 the Design and Technology Curriculum (England)
Key stage 3 Experimental skills and investigations; through the content 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 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: apply mathematical concepts and calculate results 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 The skeletal and muscular systems the structure and functions of the human skeleton, to include movement biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles Key stage 4 The sciences should be taught in ways that ensure students have the knowledge to enable insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students: develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments Working scientifically Through the content students should be taught so that they develop understanding and first-hand experience of: 1. The development of scientific thinking explaining every day and technological applications of science; evaluating associated personal, social, economic and environmental implications; and making decisions based on the evaluation of evidence and arguments evaluating risks both in practical science and the wider societal context, including perception of risk 2. Experimental skills and strategies applying a knowledge of a range of techniques, apparatus, and materials to select those appropriate both for fieldwork and for experiments carrying out experiments appropriately, having due regard to the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations making and recording observations and measurements using a range of apparatus and methods evaluating methods and suggesting possible improvements and further investigations 3. Analysis and evaluation applying the cycle of collecting, presenting and analysing data, including (i) presenting observations and other data using appropriate methods and (ii) presenting reasoned explanations, including relating data to hypotheses communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations KS4 Biology Coordination and control principles of nervous coordination and control in humans	Key stage 3 & 4 They should work in a range of domestic and local contexts (for example health, leisure) Design: use research and exploration to identify and understand user needs develop specifications to inform the design of innovative, functional, appealing products that respond to needs develop and communicate design ideas using annotated sketches, detailed plans Make: select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture select from and use a wider, more complex range of materials, components, taking into account their properties Evaluate: analyse the work of past and present professionals and others to develop and broaden their understanding test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists Technical knowledge: understand how more advanced mechanical systems used in their products enable changes in movement and force apply computing and use electronics to embed intelligence in products that respond to inputs (for example, sensors)

Links to Science Curriculum (England)

Links to the Design and Technology Curriculum (England)

Key stage 3

Experimental skills and investigations; through the content 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

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:

apply mathematical concepts and calculate results

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

The skeletal and muscular systems

the structure and functions of the human skeleton, to include movement

biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles

Key stage 4

The sciences should be taught in ways that ensure students have the knowledge to enable insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students:

develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments

Working scientifically

Through the content students should be taught so that they develop understanding and first-hand experience of:

1. The development of scientific thinking

explaining every day and technological applications of science; evaluating associated personal, social, economic and environmental implications; and making decisions based on the evaluation of evidence and arguments

evaluating risks both in practical science and the wider societal context, including perception of risk

2. Experimental skills and strategies

applying a knowledge of a range of techniques, apparatus, and materials to select those appropriate both for fieldwork and for experiments

carrying out experiments appropriately, having due regard to the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations

making and recording observations and measurements using a range of apparatus and methods

evaluating methods and suggesting possible improvements and further investigations

3. Analysis and evaluation

applying the cycle of collecting, presenting and analysing data, including (i) presenting observations and other data using appropriate methods and (ii) presenting reasoned explanations, including relating data to hypotheses

communicating the scientific rationale for investigations, including the methods used, the findings and reasoned conclusions, using paper-based and electronic reports and presentations

KS4 Biology

Coordination and control

principles of nervous coordination and control in humans

Key stage 3 & 4

They should work in a range of domestic and local contexts (for example health, leisure)

Design:

use research and exploration to identify and understand user needs

develop specifications to inform the design of innovative, functional, appealing products that respond to needs

develop and communicate design ideas using annotated sketches, detailed plans

Make:

select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture

select from and use a wider, more complex range of materials, components, taking into account their properties

Evaluate:

analyse the work of past and present professionals and others to develop and broaden their understanding

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

understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Technical knowledge:

understand how more advanced mechanical systems used in their products enable changes in movement and force

apply computing and use electronics to embed intelligence in products that respond to inputs (for example, sensors)

Important documents to download

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

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

Judges

Corinne Walkley

Corinne Walkley began her career as a print and packaging designer before training and working as a Design and Technology teacher in Leicestershire. Corinne has worked for leading exam company, OCR, for the last fourteen years. Currently she is Principal Moderator for GCSE Design and Technology: Graphics, a Lead Setter of assessment materials and a senior examiner and team leader for the written examination. Corinne left teaching in 2015 to start her own freelance graphic design business and continue with her exam work.

June Murray

June Murray has worked at the RNIB (Royal National Institute for the Blind) College in Loughborough for over 20 years, and as Principal for the past six years. As a qualified teacher of students with sight loss in further education, she is passionate about ensuring that people with sight loss have the best opportunities to achieve their potential through education.

DizTech Challenge

What's it about?

CREST Bronze Awards

Important documents to download

Corinne Walkley

June Murray

3M Young Innovators Challenge