All entries will be screened to ensure they meet the entry criteria. Teams, accompanied by their teacher, will be asked to develop and present to the judging panel:

1) A short Crime Scene Report
2) A Lab Analysis Report
3) A Poster summarising the conclusions and inferences drawn from their investigation


The judges will ask questions of the team about their thought processes, forensic and analytical observations. The poster can be any size and format, and exhibition panels will be provided to display the above materials.

Up to 20 marks for the Crime Scene Report
Up to 20 marks for the Lab Analysis Report
Up to 20 marks for the Poster of conclusions and inferences
Up to 20 marks for verbal presentation of materials
Up to 20 marks for response to judges’ questions
Total marks available = 100

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

Up to 4 finalists will be invited to attend the Young Innovators Challenge presentation evening at Loughborough College on 14 June 2019, where their posters and presentation materials will be displayed, and the winner will be announced.

£750 of scientific laboratory 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)

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

use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety

make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements

apply sampling techniques

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

evaluate data, showing awareness of potential sources of random and systematic error

identify further questions arising from their results

Key stage 3 Chemistry

Pure and impure substances

the concept of a pure substance

mixtures, including dissolving

diffusion in terms of the particle model

simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography

the identification of pure substances

Chemical reactions

representing chemical reactions using formulae and using equations

combustion, thermal decomposition, oxidation and displacement reactions

defining acids and alkalis in terms of neutralisation reactions

the pH scale for measuring acidity/alkalinity; and indicators

reactions of acids with metals to produce a salt plus hydrogen

reactions of acids with alkalis to produce a salt plus water

what catalysts do

Key Stage 4 Chemical analysis

distinguishing between pure and impure substances

separation techniques for mixtures of substances: filtration, crystallisation, chromatography, simple and fractional distillation

quantitative interpretation of balanced equations

concentrations of solutions in relation to mass of solute and volume of solvent