Exploring Energy A workshop on energy transformations & where energy comes from Enquire Now How does energy transform from type to type? Learn about how energy conversions happen in objects all around us in this engaging school science workshop. Investigate energy types such as gravity, heat, light, sound, magnetism, electrical, chemical, potential and kinetic being used in toys and simple science apparatus. Each learning station is designed so that students can identify how the energy can be traced back to the Sun. Students will gain an understanding of how the Law of Conservation of Energy applies in every situation and how to identify energy entering and leaving a system. Available as a primary school science incursion within Australia or as a video conference to any school around the globe! Trustpilot Online Class Version We’ve run live interactive distance programs since 2010 and are highly experienced in making online classes engaging for students on a variety of web conferencing platforms. All of the same curriculum points will be covered, but the activities may vary from those listed for face-to-face incursions. Our online classes include demonstrations, Q&A, and hands-on activities (you will receive a materials list upon booking). Full child protections are in place We usually connect to classes & homes via Zoom, however if you wish to use a different software we can work with you on getting the connection live. If you connect with us via Zoom Full system requirements for Zoom here Each student should test their Zoom connection here. Once the date & time is arranged we will send you simple connection instructions (one click & you’re in!) Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Primary Science Visits 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Year 1 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 Year 4 identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects AC9S4U03 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted AC9S5U03 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 Year 6 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Design and Technologies F-10 Version 9.0 Years 5 & 6 explain how electrical energy can be transformed into movement, sound or light in a product or system AC9TDE6K02 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-8PW-ST explains how energy is transformed from one form to another ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Recognise that light and sound can travel through air, water and some solids and are affected by those materials Recognise that sound is created and carried by vibrations Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shape Pose questions and test the effects of forces on an object’s movement Test how frictional forces affect moving objects Test how the force of magnetism affects objects ST1-PQU-01 poses questions based on observations and information to investigate cause and effect Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabulary Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Describe how the properties of materials and transfer of heat energy impact everyday life ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Recognise that an electrical circuit transfers electrical energy from a source, through a pathway, to a device that transforms electrical energy into other forms of energy Plan and construct simple electrical circuits to model the transfer and transformation of energy ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Science Foundation to Level 2 objects can be made of one or more different materials; these materials have observable properties. VC2S2U04 materials can be combined in a variety of ways for particular purposes; the properties of objects and mixtures can differ from the properties of the materials from which they are made. VC2S2U05 materials can be changed physically by different actions without changing their material composition, including by bending, twisting, stretching, crushing, squashing and breaking into smaller pieces. VC2S2U06 the way objects move depends on a variety of factors including their size, shape and material. VC2S2U10 pushes and pulls are forces that can change an object’s movement or shape and can be represented in terms of strength and direction. VC2S2U11 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Levels 3 and 4 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another. VC2S4U09 forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another through direct contact or from a distance and affect the motion (speed and direction) of objects. VC2S4U10 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Levels 5 & 6 light can be produced from many sources; light travels in a straight path, can form shadows, and can be absorbed, transmitted, reflected or refracted by objects. VC2S6U08 the observable properties of matter (solids, liquids and gases) can be explained by modelling the motion and arrangement of their particles; mixtures (including solutions) can be formed by combining 2 or more different substances. VC2S6U03 changes to substances may be reversible, in which case the substance may be recovered, or irreversible, in which case new substances are formed; for most substances a change of state or dissolving in water is reversible, while irreversible changes include cooking and rusting. VC2S6U04 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping for all our incursions Design and Technologies Levels 5 & 6 explain how electrical energy can be transformed into movement, sound or light in a product or system VC2TDE6C01 Print a PDF which details P to 6 mapping of all our VIC science visits School Testimonials View All Northern Beaches Christian School Feedback on: Renewable Energy Year 5 Awesome - loved the presentation. Plenty of activities for the amount of students. Loved the practical element and being able to apply the theory. Kids thought it was cool! Aspect Aquinas College Feedback on: Exploring Energy It was excellent! Science Show Activities Ghost ball Conduct electrical energy over the palm of your hand! Frog Flip Out! Push these frogs and watch them hop! Hand Generator Create light with the hand driven dynamo! Insect Clickers A simple device used in communications during wartime Jacobs Ladder Transferring energy down the chain... Magnetic Sculptures Manipulate magnetic energy to create works of art! Matchbox Racing Vary the angle of the ramps to race your car to the finish! Music Box An investigation into sound traveling through different materials. Pop Balls Store and release energy with these classic science toys! Radiometer Shine a light, watch it spin. How does it work? Slippery Snakes Try to hold onto these little critters Solar Rollercoaster Convert light energy to send a marble on a wild ride. Humming Balloons A classic science demonstration showing energy dissipating in a system The Vortex Race coins down the spiral Clip Circuits Build your own electrical circuits Posts about this school science incursion on energy transformations Trustpilot Requirements Appropriate for Years 1 to 6 with a maximum of 30 students per class Access to 3 electrical power sockets and 12 tables Chairs are not required Duration 60 minutes, set up time 45 minutes and pack up time 45 minutes If your class is studying non-renewable energy vs renewable energy sources the workshop that would be best suited for you would be Renewable Energy. For us to provide the best possible learning experience, the materials used during the presentation may be varied to suit the conditions and the audience. Please chat with our presenter if there is a particular focus that you’d like us to cover. During Social Distancing – Contact us and we’ll tailor a program to suit both your school and the State’s social distancing requirements. Further details here Go further – Complete Units of Work to support your teaching! Hours of High-Quality videos, printable experiments, quizzes, vocabulary lists, Scope & sequences, cross-curricular teaching ideas, marking rubrics & more Save time & engage students in STEM Find out more! Did you know about our larger stage shows? Designed to engage groups of up to 240 students, pair this workshop with one of these school favourites! Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Cost $580 inc. GST for a 60-minute workshop or $660 inc. GST for a 90-minute workshop. Available as an online class anywhere in the world. Find out more here Find out about offers & discounts here! In a regional area? Find out how we can attend your school as part of a country science tour! Call 1300 856 828, or click below to make a booking for your primary school. Print a PDF for mapping of all our K to 6 science visits Trustpilot Find out more here Enquire Now Extension Ideas! STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More Extension Ideas! Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More Fizzics Education Awards Related Shows Seeds of Science – Australian Discoveries Years 3 to 6 For large audiences School science show 60 minutes Australian Capital Territory Year 3 Year 4 Year 5 Year 6 Chemical Science Human Endeavor National Science Week Physical Science Science Inquiry New South Wales Victoria Read More Enquire Now Digital Microscopy Years 3 to 6 Maximum 30 students School workshop (NSW & VIC) 60 minutes Year 4 Year 5 Year 6 Biological Science Digital Technologies Human Endeavor Science Inquiry New South Wales Victoria Year 3 Read More Enquire Now Fired Up! Years 3 to 6 Maximum 60 students School Show (NSW & VIC) 45 minutes Online Class Available Year 4 Year 5 Year 6 ACT Chemical Science Physical Science Science Inquiry New South Wales Victoria Australian Capital Territory Year 3 Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Year 1 describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape AC9S1U03 Year 2 explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate AC9S2U02 Year 1 & 2 describe how people use science in their daily lives, including using patterns to make scientific predictions AC9S1H0, AC9S2H01 pose questions to explore observed simple patterns and relationships and make predictions based on experiences AC9S1I01, AC9S2I01 compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance AC9S1I05, AC9S2I05 Year 3 identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another AC9S3U03 investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state AC9S3U04 Year 4 identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects AC9S4U03 examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use AC9S4U04 Year 3 & 4 examine how people use data to develop scientific explanations AC9S3H01, AC9S4H01 consider how people use scientific explanations to meet a need or solve a problem AC9S3H02, AC9S4H02 pose questions to explore observed patterns and relationships and make predictions based on observations AC9S3I01, AC9S4I01 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 Year 5 identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted AC9S5U03 explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles AC9S5U04 Year 6 compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances AC9S6U04 Year 5 & 6 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions AC9S5H02, AC9S6H02 pose investigable questions to identify patterns and test relationships and make reasoned predictions AC9S5I01, AC9S6I01 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions AC9S5I05, AC9S6I05 Design and Technologies F-10 Version 9.0 Years 5 & 6 explain how electrical energy can be transformed into movement, sound or light in a product or system AC9TDE6K02 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science Syllabus Content A student: ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-8PW-ST explains how energy is transformed from one form to another ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force NSW Science and Technology K–6 Syllabus (Implementation from 2027) For explanatory points & implementation advice for each dot point, please visit the NESA Science and Technology K–6 Curriculum site Stage 1 ST1-SCI-01 measures and describes changes in living things, materials, movement, Earth and the sky Recognise that light and sound can travel through air, water and some solids and are affected by those materials Recognise that sound is created and carried by vibrations Recognise that a force is a push or a pull that can make things either start moving, stop moving, change speed, direction or shape Pose questions and test the effects of forces on an object’s movement Test how frictional forces affect moving objects Test how the force of magnetism affects objects ST1-PQU-01 poses questions based on observations and information to investigate cause and effect Stage 2 ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems Observe and describe water changing from solid to liquid to gas and back again, using Tier 2 and Tier 3 vocabulary Describe how adding and removing heat energy affects the movement and arrangement of particles when matter is changing state Recognise that heat energy can be transferred from warmer to cooler objects by conduction, convection and radiation Describe how the properties of materials and transfer of heat energy impact everyday life ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems Stage 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Recognise that an electrical circuit transfers electrical energy from a source, through a pathway, to a device that transforms electrical energy into other forms of energy Plan and construct simple electrical circuits to model the transfer and transformation of energy ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF which details K to 6 mapping of all our science visits VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Science Foundation to Level 2 objects can be made of one or more different materials; these materials have observable properties. VC2S2U04 materials can be combined in a variety of ways for particular purposes; the properties of objects and mixtures can differ from the properties of the materials from which they are made. VC2S2U05 materials can be changed physically by different actions without changing their material composition, including by bending, twisting, stretching, crushing, squashing and breaking into smaller pieces. VC2S2U06 the way objects move depends on a variety of factors including their size, shape and material. VC2S2U10 pushes and pulls are forces that can change an object’s movement or shape and can be represented in terms of strength and direction. VC2S2U11 experiences can be used as a basis for posing questions to explore observed patterns and relationships, and to make predictions. VC2S2I01 observations, findings and ideas can be shared with others by using everyday and some scientific vocabulary. VC2S2I06 Levels 3 and 4 solids, liquids and gases have observable properties; adding or removing heat energy leads to a change of state between solids, liquids and gases. VC2S4U04 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 heat energy can be generated from different sources; temperature changes may happen when heat is transferred from one object to another. VC2S4U09 forces, including frictional, gravitational, electrostatic and magnetic, can be exerted by one object on another through direct contact or from a distance and affect the motion (speed and direction) of objects. VC2S4U10 scientific investigations to answer questions or test predictions can be planned and conducted using provided scaffolds, including identifying the attributes of fair tests, and considering the safe use of materials and equipment. VC2S4I02 Levels 5 & 6 light can be produced from many sources; light travels in a straight path, can form shadows, and can be absorbed, transmitted, reflected or refracted by objects. VC2S6U08 the observable properties of matter (solids, liquids and gases) can be explained by modelling the motion and arrangement of their particles; mixtures (including solutions) can be formed by combining 2 or more different substances. VC2S6U03 changes to substances may be reversible, in which case the substance may be recovered, or irreversible, in which case new substances are formed; for most substances a change of state or dissolving in water is reversible, while irreversible changes include cooking and rusting. VC2S6U04 repeatable scientific investigations to answer questions can be planned and conducted, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests, considering potential risks, planning for the safe and ethical use of equipment and materials, and obtaining permissions for investigations conducted on Country and Place or in protected areas. VC2S6I02 VIC F – 6 Science Syllabus mapping for all our incursions Design and Technologies Levels 5 & 6 explain how electrical energy can be transformed into movement, sound or light in a product or system VC2TDE6C01 Print a PDF which details P to 6 mapping of all our VIC science visits
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
STEM Full Day Accelerator - Primary Create a Full Day STEM Accelerator or join us for a rapid science upskill! For schools outside of metropolitan areas please contact us to discuss how this science workshop can be run online or visit your school as part of a regional visit. Click below to know more! Science Full day STEM accelerator – Primary Teachers Teacher Professional Learning – One hour STEM Ideation Coding Full Day TPL – Primary Teachers Online courses Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
Scientist Q & A Often students attend our science workshops and shows with questions that stem beyond the covered topic area. Ask a scientist aims to give students a chance to get their questions answered! Run as a 30-minute session at a cost of $70 inc. GST. Read More
This website uses cookies to improve user experience. By using our website you consent to all cookies in accordance with our Cookie Policy.
Thank you for looking to subscribing to our newsletter 🙂 Through this service you’ll be first to know about the newest free experiments, science news and special offers. PLUS: Get a free Kitchen Chemistry Booklet with >20 experiments, how to use variables plus a handy template!
Please fill out the details below and an email will be sent to you. Once you get that just click on the link to confirm your subscription and you're all done!