1. The IET Primary Faraday Challenge Day
Lighthouse keeper transfer
9.15 am
As students arrive, get them to fill out Team Registration form and check they have Faradays.
9.30 a.m.
SCRIPT:
If required, host school to do introduction to school and hosting (fire alarm and toilets)
Welcome to the Institution of Engineering and Technology’s Primary Faraday Challenge Day. My name is xxxx and I will be your Challenge Leader today.
Today you are no longer Yxxx students, you are teams of engineers.
This is a competition and we are looking for the best teams of engineers. Each student will receive a certificate to say you have been one of our engineers today. The winning team will win xxxxx (school to decide if they wish to award a prize to the best team)

2. “The application of knowledge and creativity to the needs of humanity”
What is engineering?
“The application of knowledge and creativity to the needs of humanity”
9.35 am
3 minutes
SCRIPT:
But before you can be engineers we need to know what engineers do! Ask the students the question ‘What is engineering?’ and ‘What in this room has an engineer been involved in the creation of?’ *It is up to the CL which are used based on the responses of the students and the time available but encourage students to realise that many things in our daily life are engineered. Start by looking at the things around the room or the building itself. Use local engineering examples where possible*
On click - Engineering is the application of knowledge to the needs of humanity! Engineers use science and mathematics along with creativity, language and design skills to create things which help people.
There are many different areas of engineering. All require creativity and innovative problem-solving. Engineering use their knowledge and ideas to come up with new products or adapt existing products. They challenge themselves.
On click – (pictures appear) – We use many objects in our schools and our homes which are engineered. Today you are going to be working as a team of engineers to solve a real-life problem.

3. The Brief
9.40 am
Lighthouse keepers are a very important part of our lives. They keep the ships which sail around our shores safe and often work in very difficult weather conditions.
Many lighthouse keepers work long shifts, living in the lighthouse for long periods of time. Everyone needs a break from work but, for lighthouse keepers, this can prove more difficult than for most people.
Getting off the lighthouse in severe weather conditions can be very dangerous and high waves and strong winds may mean boats cannot get to lighthouses which are situated on islands off the shore.
Your role today is to design a transfer system which can be used along a zip line to transfer the lighthouse keeper safely back to the mainland if boats are unable to get to them.

4. The Brief
Design and build a prototype lighthouse keeper transfer system which:
can carry an egg safely across a distance of 4 metres;
can operate in severe weather conditions, including the dark;
includes at least one electric circuit;
can be returned to the lighthouse for future use.
As a team, demonstrate your prototype.
SCRIPT:
You will need to design and build a transfer system which can be used on this zip line [indicate zip line] to do the following:
On click: We cannot build a system large enough to carry a person in one day so we will be using an egg to represent a person. Your prototype will need to carry the egg, without breaking, across a distance of 4 metres.
On click: your transfer system must be able to operate in severe weather conditions where it may be dark and windy with high waves.
On click: it must include at least one electric circuit which is useful for the lighthouse keeper.
On click: it must have a way of getting the transfer system back to the lighthouse once the keeper returns to the lighthouse so that it can be used the next time it is needed. [Note: this does not need to be motor driven or automatic, a hand-operated pulley system will work well.]
You will have two chances to test your prototype on the zip line to see if you have to adapt your design.
Your designs will be prototypes. Does any one know what I mean by prototype? (Seek responses from students and emphasize that their design may not be the finished product and that the point is to try out ideas to see if they work. There may be further work to be done but we should be able to see the idea behind their design)
On click: Finally you will need to demonstrate how your transfer system works and explain the forces involved.

5. Marking criteria Planning Development Accounting
Quality and performance of prototype transfer system
Teamwork
9:50 am
SCRIPT:
You will be scored on all of your work today. It isn’t just about your finished product, it is also about how you arrive at your prototype ideas, how you evaluate your prototypes and how you work as a team. The marking criteria can be found on the back pages of your Lighthouse Keeper Transfer Student Booklet (direct students to look at pages) so it is a good idea to have a look at this to see how you can score marks. You will need to do well in all the areas in order to score highly.

6. Tools to help you STEM knowledge and skills Be brave and creative
The Shop
Limited resources
STEM consultant
We are expensive!
Lighthouse Keeper Transfer Student Booklet
Contains all the information you need to succeed including the schedule for the day and how to score points!
9:55 am
SCRIPT:
STEM knowledge and skills – Does anyone know what STEM stands for? Elicit responses from students or tell them.
Engineers are problem-solvers. They rely on science, maths, technology and design to be successful. Engineers challenge themselves so that they can create something new. Think about what you already know and how this knowledge can be applied creatively today! Be brave in your ideas.
Shop – This will open later. Supplies are limited. If you buy something you don’t need/want you can only sell back to the shop for half price. The shop does not negotiate and does not do deals so don’t even try! Details of what is available to buy are in your Lighthouse Keeper Transfer Student Booklet. Use your money wisely – think about whether you could make something more cheaply than buying another product.
Some of the things in the shop are free to use but we will charge you if you use things like the glue too much. Do not stick any of your electrical components down with glue!
STEM consultant – I will give you some advice and support but I want you to work as a team so try to solve problems by talking through your ideas first. If you get really stuck I will help you do some things but I may charge you for my time if I have to do it all for you. I will warn you if I am going to charge you for my time before I help you so don’t be worried about asking for help.
Lighthouse Keeper Transfer Student Booklet - Contains all the key information which you will require to be successful. Keep referring to it. Don’t forget that you are in a competition – all the information about how to score points and the schedule for the day so you can keep on track is in this booklet.

7. Health and safety briefing
Remember mains electricity can be dangerous so is not appropriate for this Challenge.
Keep your work station tidy.
Glue guns can burn!
Cutting equipment must be used with care.
Tell me if there are any breakages, spillages or accidents.
Be careful of the zip wire.
If a circuit does not work immediately take the wires off and try another way; you may have a short circuit.
You are responsible for your safety and that of your team.
10.00 am
2 mins
Notes:
Go through the tips for safe working!
Now we have our brief and have had our safety briefing we are ready to go!

8. Forces apprenticeship
Thread the piece of string through the cotton reel.
Hold one end of the string higher than the other. What happens to the cotton reel?
What happens if you lower or raise the angle of the string?
What forces are acting on the cotton reel?
10:05 am
SCRIPT:
Often engineers have to do an apprenticeship when they start out in engineering. This is so that the company can see how they work and if they have the skills required to be an engineer. You are going to do an apprenticeship now.
See what happens when you put the cotton reel on the string. Try to work out what forces are acting on the cotton reel and what you could do to change these forces.
Notes:
Try to get the students talking about what forces are involved and how they might change these by increasing friction, adding more weight, using different materials, etc. (Try to avoid telling them how to design their transfer system as this will come through trial and error later on.)

9. STAGE 1: Planning 10.15 Script:
Congratulations for completing your apprenticeship. You are now ready to be our engineers and start on the challenge! Let’s start with Stage 1 – planning.

10. 7 minutes 6 minutes 8 minutes 9 minutes 5 minutes 1 minute Time is up
Ideas
What ideas do you have for your lighthouse keeper transfer system?
Draw your ideas and write notes to explain some of the features of your designs.
7 minutes
6 minutes
8 minutes
9 minutes
5 minutes
1 minute
Time is up
4 minutes
3 minutes
2 minutes
15 minutes
13 minutes
10 minutes
11 minutes
14 minutes
12 minutes
10.15 am
15 mins
SCRIPT:
An important part of engineering is thinking about our ideas and sharing these with others. You need to think of at least three ideas for the design of your prototype transfer system. If you can think of even more then even better!
Use Stage 1 of the Planning and Reflections sheet to draw your ideas. Write notes to help you remember things you have talked about and to show what forces you might want to think about when making your design.
You only have 15 minutes to do this so work quickly!
Notes:
Clock will count down in minutes - give them 5 minute warning at 10 minutes

11. Allocation of roles You have 5 minutes to:
Allocate each team member a specific role using the job specifications sheets on your table.
Write your name and role on the badge and put it in the lanyard.
10.30 am
SCRIPT:
In real life, engineers work in teams and their ability to work well as a team is key to their success. Today, you are going to take on real–life engineering roles to experience what it is like to be part of a problem solving team.
You will all be working as Engineers but you may decide you need to take on other roles or take responsibility for certain parts of the engineering in order to be successful.
Look at the roles and responsibilities sheet on your table. You can take on more than one role if you wish but be careful you don’t take on too much. You will be responsible for ensuring your part of the work is completed. Think about how best to use the skills your team has.
There is no time to lose so you have 5 minutes to allocate roles, fill out name tags and put these in the lanyards on your table.
Notes:
Give 1 minute warning.

12. STAGE 2: Development 10:35 am SCRIPT:
Now it’s time to choose the idea you think will be best for your prototype design.
Use page 2 of the Planning and Reflections sheet to draw out your final design. You will need to show us how your electrical components may be attached and draw a diagram of your circuit if possible.
I will be visiting each team to talk to you about your designs and marking Stage 1 and Stage 2 after break time so make sure these are completed soon.

13. Development SHOP OPEN FOR BUSINESS Begin to develop your products
Make sure you have completed all of Stage 1 and Stage 2 in the Planning and Reflections sheet. It will be marked soon!
10.35 am
SCRIPT:
Shop open for business! The accountant is the only one who can go to the shop to buy things but they may take one person with them for support and advice.
If we see more than two members of your team at the shop at any one time we will ban you from the shop for 15 minutes!
Project managers – make sure your team has looked at the schedule for the day and the marking criteria in the Lighthouse Keeper Transfer Student Booklet.

14. 10 minute break 11.00-11.10 am SCRIPT:
This is a working break so you may continue to work on your prototypes if you wish.
Keep food and drink away from the electronic components please!

15. Stage 3: Modifications How are you all getting on?
Do you need to modify your ideas?
Complete Stage 3 reflections – these will be marked at lunchtime!
Plan the time you have left carefully!
11.10 am
SCRIPT:
It is always good as engineers to take a bit of time to regroup and reflect on your progress.
Are you working together as a whole team? Take a little bit of time to come together as a group and decide how best to proceed.
Is your approach to this challenge working – are your ideas working? Can you help each other out with anything?
Are you keeping a record of your purchases from the shop?
Have you looked at the marking criteria to make sure you can get the highest marks?
Are you keeping to time – remember you cannot work on your design over the lunch break?
Notes:
Go round to each team and mark Stage 1 and 2 reflections. Discuss progress with each team to ensure they are on track.

16. Test area open for 20 minutes
Testing
Test area open for 20 minutes
12.00
SCRIPT:
The test area is now open for the next 20 minutes for any team who wants to test how their transfer system operates on the zip line.
You can see how well your transfer system works but you will not be able to put the egg in until the final test. Remember that the egg has weight!
Notes:
Make tests short so that each team has time to test before lunch.
Focus the students on realistic changes they could make to the overall design and on how they could change the forces to make the design operate more effectively. This may include adding more weight/friction but changes should take into account that the egg will add more weight in the final demonstration.

17. Tools down – take a 30 minute break
Lunch
Tools down – take a 30 minute break
12.30 – 1.00 pm
Notes:
Ask students to sit away from their tables if they are remaining in the room for lunch.
Mark Stage 3 reflections.

18. Final preparations Can you complete your prototype in the time left?
The test area is open for 15 minutes.
Have you filled in your accounts sheet?
Do you need to buy anything else from the shop?
How can you best use the time remaining?
1.00 pm
Notes:
Focus the students on reflecting on what is achievable in the time remaining.
SCRIPT:
The test area is open for the next 15 minutes if your team would like to do a second test of your prototype.
The shop will close at 1.45 pm so make sure you have bought or sold back any items. You must be ready to submit your accounts sheets to the shop when it closes.
You must be ready to present your prototypes at 2.00 pm. so make sure you have everything you need.

19. Preparing to present The shop is now closed
Submit your accounts sheets and any remaining Faradays to the shopkeeper.
Think about what you want to tell us when you present your prototype. What is special about your design? How are forces used in your design?
1.45 pm
Notes:
Accountants to submit sheets and remaining Faradays to shop. Ask shopkeeper to note any discrepancies and then to return accountancy sheets to you and sort out Faradays in the box.
You can keep the cutting and gluing station open if needed but try to get students to focus on finishing what they have prepared up to now rather than starting on new builds.
Ask teams to think about any specific design aspects they want to talk about when demonstrating their prototypes.

20. Stage 5: Presentation 2:00 p.m. SCRIPT:
Telling others about your ideas is fun. There may be problems or issues with prototype but it is important to remember that many engineering ideas need to be trialled a number of times before we get them right. This is your first test and a chance to show us what you have achieved up to now.
Notes:
Ask students to come and stand around the 4m zip line so that everyone can see the prototypes being tested. Ask each team to come up and talk through their transfer system, outlining the key design features and talking about the use of forces. Place the egg in the transfer system once it is attached to the zip line and allow the team to demonstrate it working. Check the condition of the egg at the end of the test.
If they have managed to design a way of getting the transfer system back to the lighthouse then ask the to demonstrate this.
When teams are demonstrating their products, ask them to talk about any particular design ideas for their prototypes and ask them what they would develop if they had more time.
It is useful to mark the accounts sheet at this stage as you can see how effectively they have used their budget.

21. Tidying up Whilst the final judging is in progress:
Complete the evaluation form
Collect your team’s lanyards
Take any spare resources back to the shop
2:40 p.m.
Notes:
Students go back to their tables and fill in the evaluation sheets (if used) and tie up lanyards
Mark any work not previously marked and total up scores.

22. And the winner is... 2.45 p.m. Notes:
Give brief feedback to each team about their strengths if there is time.
Present prize to the winners if desired.