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, Wollongong, Illawarra, Nowra & Blue Mountains

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:

  • Venue (hall is ideal) with power point & 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.

Book us

Book a space
in your school

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
— Carl Sagan