• Mysterious melting with conductors & insulators

• Sublimating dry ice

• Pressure powered rockets

• The sublimation game - students race to inflate a balloon with dry ice

• The human plasma TV - students hold colourful tubes of glowing plasma in their hands

• Internal combustion energy transformation

• Fireball - releasing chemical potential energy

• Coloured flames

• Liquid gallium metal casting

• Testing materials under extreme temperatures

• Hero's engine - liquid nitrogen powered engine

• Exploding a balloon with liquid nitrogen

• Superconductor levitation - an object floats before your eyes

*Demonstrations performed will be customised to suit the audience and may depend on venue or time constraints

$660 per show (incl. GST)

Sydney, Central Coast & Newcastle

Up to 150 students per show

Years 7-10

• Set up: 30-60 minutes

• Show: 60 minutes

• Pack up: 30-60 minutes

• Indoor venue (hall is ideal) with power outlet & space for students to sit

• Access to sink with running water before each show

• Accessible off-street parking for the duration of our visit, allowing for a 1-hour set up and pack up time

• (optional) 2x trestle tables, if available

• (optional) Access to venue projector, if available

SCIENCE UNDERSTANDING

Year 7

• Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)

• Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117)

Year 8:

• The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151)

• Differences between elements, compounds and mixtures can be described at a particle level (ACSSU152)

• Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)

Year 9:

• All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms (ACSSU177)

• Chemical reactions, including combustion and the reactions of acids, are important in both non-living and living systems and involve energy transfer (ACSSU179)

• Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)

Year 10:

• Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)

• The motion of objects can be described and predicted using the laws of physics (ACSSU229)

SCIENCE AS A HUMAN ENDEAVOUR

Year 7:

• Scientific knowledge changes as new evidencebecomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE119)

• Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120)

• Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121)

• People use understanding and skills from across the disciplines of science in their occupations (ACSHE224)

Year 8:

• Scientific knowledge changes as new evidencebecomes available, and some scientific discoveries have significantly changed people’s understanding of the world (ACSHE134)

• Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135)

• Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

• People use understanding and skills from across the disciplines of science in their occupations (ACSHE227)

Year 9:

• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE157)

• Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE158)

• Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE161)

Year 10:

• Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (ACSHE191)

• Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE192)

• Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE195)

SCIENCE INQUIRY SKILLS

Year 7:

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)

• In fair tests, measure and control variables (ACSIS126)

• Use scientific understanding to identify relationships and draw conclusions (ACSIS130)

• Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS131)

• Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132)

Year 8:

• Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)

• In fair tests, measure and control variables (ACSIS141)

• Use scientific understanding to identify relationships and draw conclusions (ACSIS145)

• Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method (ACSIS146)

• Use scientific knowledge and findings from investigations to evaluate claims (ACSIS234)

Year 9:

• Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

• Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS171)

Year 10:

• Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)

• Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)

• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)

• Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data (ACSIS205)