Fragile Freight Challenge

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.

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.

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 10 June 2021.

£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