Closing date for entries: 25 March 2021
Virtual judging: 18, 19 and 20 May 2021 by Microsoft Teams meeting. Please indicate your preferred judging date and time on the entry form.
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 monument and talk through their background research, material selection, design experimentation and construction processes. The judges will ask questions about the monument and their STEM learning. All members of a team should play a part in the presentation.
- Teachers should check the materials used and the dimensions of the monument and position of the loading container are in line with the rules
- Testing should be filmed as part of the video diary to be submitted to the judges
- The finished monument should be weighed using digital weighing scales and the weight recorded
- Testing blocks of known weight (e.g. 100g, 200g, 500g, 1kg) should be added to the container in increments up to a maximum load of 10kg. More than one block can be added at the same time, if desired, to maintain stability
- Testing should stop when either:
- the monument breaks or falls over
- the load is no longer supported at a height of 900mm
- the entrant/team requests that no further load is applied
- The maximum load held should be recorded
Up to 40 marks for the structure's performance, based on the ratio of load carrying capacity to the structure’s weight.
Up to 25 marks for evidence of STEM learning including:
overcoming problems and challenges
Up to 15 marks for quality of the presentation and video
Up to 20 marks for the monument’s theming, appearance and visual appeal
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, where the winner will be announced.
£750 of science or engineering 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)
explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object
identify the effects of air resistance, water resistance and friction, that act between moving surfaces
recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect
Year 5 Forces and magnets
Pupils should be taught to:
Links to Design and Technology Curriculum (England)
Key stage 2
When designing and making, pupils should be taught to:
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose
generate, develop, model and communicate their ideas through discussion, annotated sketches, prototypes
select from and use a wider range of tools and equipment to perform practical tasks
select from and use a wider range of materials and components, including construction materials
investigate and analyse a range of existing products
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
apply their understanding of how to strengthen, stiffen and reinforce more complex structures
Links to Geography Curriculum (England)
Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught to:
understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region in North or South America
Geographical skills and fieldwork
use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies