The Matter & Energy Show
Secondary School Incursion (7-10)
A spectacular showcase of exciting and energetic demonstrations about states of matter, energy, kinetic theory and technology. Your students will be amazed by sublimating dry ice, boiling-cold liquid nitrogen, flaming fireballs, wireless technology and even an explosion or two. Designed to address the Australian Curriculum and suitable for years 7-10, the Matter & Energy show is perfect to inspire interest and enthusiasm for science among your students.
Reviews:
Highlights*:
- Atomic bumper cars
- Mysterious melting
- 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
- 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
+ Curriculum Links (click to expand)
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)
PRICE:
$5.50 per student with a minimum daily price of $550 (all inclusive of GST)
SERVICE AREA:
Sydney, Central Coast, Newcastle & Lower Hunter
CAPACITY:
3-5 classes per show
Age range:
Years 7-10
Running Time & scheduling tips
- Show runs for 60 minutes
- Consecutive sessions will require a 10 minute reset period
- Allow a further 60 minutes for set up and 45 minutes for pack up
What we'll need at your school:
- Indoor venue (hall is ideal) with power outlet & space for students to sit
- Access to sink with hot water before each show (eg. staff room)
- Accessible off-street parking for the duration of our visit, allowing for a 1-hour set up and pack up time.
①
Book us
②
Book a space
in your school
③
We do the rest!
We come to you - no buses ✓
Flexible with dates, session times & student numbers ✓
Fully insured & risk assessments available ✓
Teachers only required for supervision ✓
Aligned with the Australian Curriculum standards ✓
Understanding is joyous