Entries will be screened to ensure they meet the entry criteria. Students, accompanied by their teacher, will be invited to present their Fragile Freight model to the judges and give a presentation of up to ten minutes containing information on their background research, materials selection, design experimentation, any calculations performed and construction process. Sketches and prototypes showing the evolution of the model’s design should be included. The presentation can take any form (PowerPoint® slides, poster, video, a talk or combination) and should aim to build the students’ confidence, communication and presentation skills. Judges will ask questions about the students’ experience of taking part, their STEM learning, awareness of global issues and their final structure. All members of a team should play a part in the presentation.

The model will be checked to ensure it 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. The two-minute time period will be measured using a digital stopwatch. The total weight of cherry tomatoes will be measured in grams using digital weighing scales.

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

Up to 25 marks for designing, building and testing

Pupils need to outline any research conducted; use of materials and team collaboration; the science behind their model; any ethical and safety decisions made; experimentation and testing to support decision making; and overcoming problems

Up to 10 marks for planning

Pupils should demonstrate their understanding of the aim of the Challenge; initial ideas and designs; and how they planned and organised their time effectively

Up to 15 marks for conclusion

Pupils should reflect on what they have learnt by taking part in the Challenge; further improvements to their model and give examples of other real-world applications of the Challenge and why it is important

Up to 10 marks for quality of the presentation

Up to 10 marks for design aesthetics. The model’s appearance should be in keeping with its intended purpose/location

Total marks available = 100

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

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

Judges will select 4-6 finalists who will be invited to attend the 3M Young Innovators Challenge presentation evening at Loughborough College on Friday 14 June 2019, where their models and presentations will be displayed and the winner will be announced.

£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.

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