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You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":30,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch3\u003EBefore you begin\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EBefore this session, everyone should already have taken part in some activities that \u003Ca href=\u0022/scouts/activity-badges/scientist/\u0022 title=\u0022Scientist\u0022\u003Eexplored the science\u003C/a\u003E behind some of your regular activities. This is important as one of those activities will be the basis for their upcoming experiment.\u003C/li\u003E\n\u003Cli\u003EPlanning and completing this project may take a number of weeks. This activity could be run over the course of a camp, across several sessions or even away from your meetings (at home, for instance).\u003C/li\u003E\n\u003Cli\u003EGive groups a list of all the equipment you have available for them to use. If there\u2019s some budget, you could also have your scientists make you a list of things they might need buying.\u003C/li\u003E\n\u003Cli\u003EIf anyone doesn\u2019t want to do this project, an alternative is to run an activity or demonstration that teaches others some science. There\u2019s some guidance for this in our \u003Ca href=\u0022/activities/share-the-science/\u0022 title=\u0022Share the science\u0022\u003EShare the science\u003C/a\u003E activity.\u003C/li\u003E\n\u003Cli\u003EYou can request a \u003Ca href=\u0022https://www.stem.org.uk/stem-ambassadors\u0022 title=\u0022STEM Ambassador Scheme\u0022\u003ESTEM Ambassador\u003C/a\u003E to help deliver science, technology, engineering and maths (STEM) activities in the programme. To get started, go to the \u003Ca href=\u0022https://www.stem.org.uk/stem-ambassadors/join-stem-ambassador-programme\u0022 title=\u0022STEM website\u0022\u003ESTEM Ambassador website\u003C/a\u003E and register as a \u2018youth and community\u2019 group. Then you\u2019ll be able to share requests for support.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3\u003EGet some ideas\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit off into pairs or small groups to work on the project together. Everyone will need some paper and pens or pencils.\u003C/li\u003E\n\u003Cli\u003EDiscuss some ideas for experiments involving your favourite activities. Remind everyone of what you\u2019ve done as part of your programme, or check out some \u003Ca href=\u0022https://www.scouts.org.uk/activities?category=Adventure\u0022 title=\u0022Scouts activities\u0022 data-anchor=\u0022?category=Adventure\u0022\u003Eadventures\u003C/a\u003E for inspiration.\u003C/li\u003E\n\u003Cli\u003EGroups should create mind maps of different activities they\u2019ve done. These should branch off to different characteristics and features of the activity.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EFor instance, for \u2018hiking\u2019, the branches could be \u2018hiking gear\u2019, \u2018navigation\u2019, \u2018weather\u2019 and \u2018food.\u2019\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EGroups should add more branches to each activity feature, leading to different scientific ideas.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003ESo, for \u2018hiking---navigation\u2019, this could branch to the science behind navigation, using magnetic compasses and GPS. \u2018Food\u2019 could branch to \u2018getting the right nutrition\u2019 and \u2018getting enough energy\u2019, while \u2018hiking gear\u2019 might branch to \u2018waterproof fabrics\u2019 and \u2018thermal insulators\u2019.\u003C/aside\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003EEveryone should use their ideas to choose a theme and think of a question. This should be something everyone in the group is interested in investigating.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003ESome examples might be: \u2018How does a magnetic compass work?\u2019, \u2018How does a kayak stay afloat?\u2019 or \u2018How do you toast the perfect marshmallow?\u2019\u003C/aside\u003E\n\u003Ch3\u003EPlan your experiment\u003C/h3\u003E\n\u003Col\u003E\n\u003Cli\u003EOnce the group has settled on their question, they need to plan an experiment that\u2019ll help them answer it. This should be worked out step-by-step and cover everything needed for the investigation. Everyone could use the \u0027Experiment planning template\u0027 to keep notes.\u003C/li\u003E\n\u003Cli\u003EStart by thinking about and writing down as many variables as they can think of (anything that could be controlled, changed or measured as part of the experiment).\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EIf you\u2019re asking: \u2018How do you toast the perfect marshmallow?\u2019, the variables might be: \u2018type of marshmallow\u2019, \u2018distance held away from the fire\u2019, \u2018amount of cooking time\u2019, \u2018type of skewer\u2019 and \u2018weather conditions\u2019.\u003C/aside\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EHighlight the most important variables. These will usually be the ones that have the greatest effect on the outcome the group is interested in. Rank all of the variables in this way.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EWith the marshmallow, \u2018toasting time\u2019 is likely to be more significant for your data than \u2018the type of skewer\u2019.\u003C/aside\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EFor the significant variables, groups should decide what they\u2019ll be measuring, what they\u2019ll be changing and what they\u2019ll need to control to answer your question. Think about what data would need to be collected to answer the question.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EKeep this simple. You could choose one thing to measure, one thing to change and keep everything else the same. If you\u2019d like to change your question to something more specific (like \u2018What\u2019s the best wood to burn when toasting the perfect marshmallow?\u2019), this could be the time to do it.\u003C/aside\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EGroups now need to think about the details of how they\u2019ll measure their data and what equipment they\u2019ll need. Make an equipment list.\u003C/li\u003E\n\u003Cli\u003EDesign the method for recording the data. This should make sure that the experiment answers the question by collecting suitable data in an efficient way. Address how the experiment will change some variables and keep others the same.\u003C/li\u003E\n\u003Cli\u003EGroups should start to think about their risk assessment, how they\u2019ll control the risks associated with their experiment and list the hazards of measuring, changing and maintaining the variables.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Caside\u003EMore information on risk assessments can be found \u003Ca href=\u0022https://members.scouts.org.uk/fs120000\u0022 title=\u0022Risk assessing activities\u0022\u003Ehere\u003C/a\u003E. The person leading the activity should look over each group\u2019s work to make sure their plans are safe. Give groups time to rework any plans that are unsuitable.\u003C/aside\u003E\n\u003Col start=\u00227\u0022\u003E\n\u003Cli\u003EChoose a way to display the collected data. This might be a chart, table or graph. Whatever method is used should clearly show the data and why it\u2019s significant to the question posed earlier.\u003C/li\u003E\n\u003Cli\u003EGroups should make their predictions on what they think will happen in the experiment. Everyone could make individual predictions to see who gets closest, or the group could agree on one. Think about the changes to variables and what effect it\u2019ll have.\u003C/li\u003E\n\u003Cli\u003ERun the experiments. 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