Bridge Building 101 Can your truss arrangement stand the test of time? Enquire Now 🏗️ Practical STEM Workshop Bridge Building 101 Structural Engineering & Design Thinking for Primary Students In this high-engagement workshop, students step into the shoes of structural engineers. By designing and building their own bridges using professional-grade joining techniques, they transform abstract physics into tangible, load-bearing reality. Guided by expert educators, students explore how geometry and material arrangement influence strength. The session culminates in the Ultimate Weight Test, where designs are pushed to their limits to reveal the true power of truss arrangements and structural integrity. The Engineering Challenge: Forces in Action: Identifying compression and tension within a structure. Structural Geometry: Discovering why triangles are the key to stable design. Truss Analysis: Comparing different arrangements and their load-bearing capacity. Design & Prototype: Using hot glue and timber to execute a planned design. Failure Analysis: Testing structures to the point of collapse to learn from design flaws. Education-First Leadership Led by Churchill Fellow Ben Newsome, we ensure every STEM workshop is grounded in pedagogical best practice, providing the “hook” needed for deep, inquiry-based discovery. Trustpilot 4 Million+ Students Inspired since 2004 Trustpilot Check Availability Hands-on workshops for 30 students per session. Full Risk Assessments & WWCC Provided. 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 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 are fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 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 3 & 4 describe how forces and the properties of materials affect function in a product or system AC9TDE4K02 explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions AC9TDE4P01 generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools AC9TDE4P02 select and use materials, components, tools, equipment and techniques to safely make designed solutions AC9TDE4P03 use given or co-developed design criteria including sustainability to evaluate design ideas and solutions AC9TDE4P04 sequence steps to individually and collaboratively make designed solutions AC9TDE4P05 Years 5 & 6 explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions AC9TDE6K05 investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions AC9TDE6P01 select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions AC9TDE6P03 negotiate design criteria including sustainability to evaluate design ideas, processes and solutions AC9TDE6P04 develop project plans that include consideration of resources to individually and collaboratively make designed solutions AC9TDE6P05 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: ST3-7MW-T explains how the properties of materials determines their use for a range of purposes ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity 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 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data ST3-DDT-01 uses design processes to create, evaluate and modify designed solutions Develop design ideas to build a prototype using design criteria Test, evaluate and modify the prototype to meet the design criteria NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content 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 Levels 3 & 4 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 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 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 Design and Technologies Levels 3 & 4 describe how forces affect function in a product or system VC2TDE4C01 describe how the properties of materials affect function in a product or system VC2TDE4C04 explore needs or opportunities for designing and testing materials, components, tools and processes needed to create designed solutions VC2TDE4D01 generate and communicate design ideas and decisions using technical terms and graphical representation techniques, using manual and digital tools VC2TDE4D02 select and use materials, components, tools and techniques to safely make designed solutions VC2TDE4D03 use given or predetermined design criteria including sustainability to evaluate design ideas and solutions VC2TDE4D04 sequence steps to individually and collaboratively make designed solutions VC2TDE4D05 Levels 5 & 6 explain how characteristics and properties of materials, systems, components and tools affect their use when producing designed solutions VC2TDE6C04 investigate needs or opportunities for designing, and the materials, components, tools and processes needed to create designed solutions VC2TDE6D01 generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, using manual and digital tools VC2TDE6D02 select, explain and use suitable materials, components, tools and techniques to safely make designed solutions VC2TDE6D03 negotiate design criteria that address ethical considerations, including sustainability, to evaluate design ideas, processes and solutions VC2TDE6D04 develop project plans that include consideration of resources to individually and collaboratively make designed solutions VC2TDE6D05 VIC F – 6 Science Syllabus mapping Print a PDF detailing VIC P-6 mapping School Testimonials View All Bowral Public School: Feedback on: Gifted and Talented programme K to 2. The students were very engaged. The students were fascinated by the experiments and 'hands-on' experiences. Highly recommended. STEM workshop content What Students Experience: The Engineering Design Process In this practical STEM workshop, students transform from observers into builders. By investigating the geometric secrets of the world’s most iconic structures, they learn to apply physics to solve real-world engineering challenges. 1. The Strength of Triangles We begin by discussing why triangles are the fundamental building blocks of modern infrastructure. Students examine bridges from around the world to identify how engineers use geometry to distribute loads. 2. Prototype & Build Students are challenged to design and build their own truss arrangements. Using timber and hot glue, they must account for compression and tension as they construct a bridge capable of supporting heavy textbooks. 3. Destructive Testing The highlight of the workshop: The Ultimate Weight Test. We push every bridge to its limit to identify the winning design. Students analyse why certain designs failed and how joining techniques impacted overall structural integrity. Industrial Applications We conclude by bridging the gap between the classroom and industry. Students explore how the trusses they just built are applied in skyscrapers, stadium roofs, and massive transit bridges, providing a clear pathway from school STEM to professional engineering careers. O Oatley West PS Bridge Building STEM Our Stage 3 students loved the bridge building workshop! It was fantastic to see them applying their knowledge of shapes and forces to create such strong structures. A brilliant hands-on learning experience. View on Facebook N Newington College Engineering Workshop Our boys were put to the test in the Fizzics Education engineering workshop. From truss design to destructive testing, it was a day of critical thinking and creative problem-solving! View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for hundreds of Australian schools.Supporting teachers and students since 2004 with reliable, syllabus-aligned visits. ✓Consistency & CareBuilding stable, high-quality STEM foundations in schools for over 20 years. ✓Real FeedbackGuided by unedited reviews from educators and principals. ✓Expert PresentersFacilitated by experienced educators who understand Australian classroom requirements. Verified Reviews Trustpilot Requirements 📊 Workshop Logistics Incursion Requirements 🔬 The Workshop Setup 👨🎓 Capacity: Max 30 students per class. 🏫 Target: Designed for Years 5 to 6 (Year 3/4 available*). 🪑 Furniture: 6 tables (groups of 4) + Chairs required. ⚡ Utilities: Min 2 electrical power sockets (4 preferred). ⏰ Duration: 90 mins (+45 min set/pack). ⚠️ Safety & Preparation Hot Glue Guns: Used throughout for Year 5-6. Safety instructions provided. *Masking tape used for Years 3-4. Textbooks: Please have old textbooks ready to act as weights for destructive testing. All care is taken; however, we do not take responsibility for injuries caused by misuse of hot glue equipment. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Science Educators Pair with a Large Stage Show Combine this workshop with a school favorite for a full-day experience: Big Science Big Fun tick tick BOOM! Destination Moon Food Science Show Deep Blue Oceans Go Further! Complete Units of Work to Support Your Teaching Save time and engage students in STEM with high-quality videos, printable experiments, and full marking rubrics. Find out more! Cost 💰 Workshop Incursion Investment Bridge Building 101 $660 inc. GST ✨ Only $22.00 per student! Per 90-Minute Workshop (Max 30 Students) ★ Bundle & Save: Book 2 or more workshops on the same day and get a large stage show for half price. ✓ Early Bird: Book and pay within 7 days to receive 10% off your booking. View all offers & discounts Ready to secure your date? Call 1300 856 828 Trustpilot 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 Plants for Life Years K to 6 Maximum 30 students Workshop (NSW & VIC) 60 or 90 minutes Online Class Available Year 3 Year 4 Year 5 Biological Science Year 6 Human Endeavor Science Inquiry New South Wales Victoria Kindergarten Year 1 Year 2 Read More Enquire Now Human Body – Our muscles & skeleton Years 3 to 4 Maximum 30 students School workshop (NSW & ACT only) 60 or 90 minutes Online Class Available Human Endeavor New South Wales Australian Capital Territory Year 3 Year 4 Biological Science Health and Physical Education Read More Enquire Now Forces, Friction & Movement Years K to 6 Maximum 30 students School workshop 60 or 90 minutes Online Class Available Kindergarten Year 1 Year 2 Year 3 Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry New South Wales Victoria Australian Capital Territory Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 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 are fair, identify questions for further investigation and draw conclusions AC9S3I05, AC9S4I05 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 3 & 4 describe how forces and the properties of materials affect function in a product or system AC9TDE4K02 explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions AC9TDE4P01 generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools AC9TDE4P02 select and use materials, components, tools, equipment and techniques to safely make designed solutions AC9TDE4P03 use given or co-developed design criteria including sustainability to evaluate design ideas and solutions AC9TDE4P04 sequence steps to individually and collaboratively make designed solutions AC9TDE4P05 Years 5 & 6 explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions AC9TDE6K05 investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions AC9TDE6P01 select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions AC9TDE6P03 negotiate design criteria including sustainability to evaluate design ideas, processes and solutions AC9TDE6P04 develop project plans that include consideration of resources to individually and collaboratively make designed solutions AC9TDE6P05 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: ST3-7MW-T explains how the properties of materials determines their use for a range of purposes ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force ST3-2DP-T plans and uses materials, tools and equipment to develop solutions for a need or opportunity 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 3 ST3-SCI-01 uses evidence to explain how scientific knowledge can be used to develop sustainable practices Recognise that in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data ST3-DDT-01 uses design processes to create, evaluate and modify designed solutions Develop design ideas to build a prototype using design criteria Test, evaluate and modify the prototype to meet the design criteria NSW K – 10 Science Syllabus mapping for all our incursions Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content 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 Levels 3 & 4 the properties of natural and made materials, including fibres, metals, glass and plastics, influence their use and re-use. VC2S4U05 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 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 Design and Technologies Levels 3 & 4 describe how forces affect function in a product or system VC2TDE4C01 describe how the properties of materials affect function in a product or system VC2TDE4C04 explore needs or opportunities for designing and testing materials, components, tools and processes needed to create designed solutions VC2TDE4D01 generate and communicate design ideas and decisions using technical terms and graphical representation techniques, using manual and digital tools VC2TDE4D02 select and use materials, components, tools and techniques to safely make designed solutions VC2TDE4D03 use given or predetermined design criteria including sustainability to evaluate design ideas and solutions VC2TDE4D04 sequence steps to individually and collaboratively make designed solutions VC2TDE4D05 Levels 5 & 6 explain how characteristics and properties of materials, systems, components and tools affect their use when producing designed solutions VC2TDE6C04 investigate needs or opportunities for designing, and the materials, components, tools and processes needed to create designed solutions VC2TDE6D01 generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, using manual and digital tools VC2TDE6D02 select, explain and use suitable materials, components, tools and techniques to safely make designed solutions VC2TDE6D03 negotiate design criteria that address ethical considerations, including sustainability, to evaluate design ideas, processes and solutions VC2TDE6D04 develop project plans that include consideration of resources to individually and collaboratively make designed solutions VC2TDE6D05 VIC F – 6 Science Syllabus mapping Print a PDF detailing VIC P-6 mapping
What Students Experience: The Engineering Design Process In this practical STEM workshop, students transform from observers into builders. By investigating the geometric secrets of the world’s most iconic structures, they learn to apply physics to solve real-world engineering challenges. 1. The Strength of Triangles We begin by discussing why triangles are the fundamental building blocks of modern infrastructure. Students examine bridges from around the world to identify how engineers use geometry to distribute loads. 2. Prototype & Build Students are challenged to design and build their own truss arrangements. Using timber and hot glue, they must account for compression and tension as they construct a bridge capable of supporting heavy textbooks. 3. Destructive Testing The highlight of the workshop: The Ultimate Weight Test. We push every bridge to its limit to identify the winning design. Students analyse why certain designs failed and how joining techniques impacted overall structural integrity. Industrial Applications We conclude by bridging the gap between the classroom and industry. Students explore how the trusses they just built are applied in skyscrapers, stadium roofs, and massive transit bridges, providing a clear pathway from school STEM to professional engineering careers. O Oatley West PS Bridge Building STEM Our Stage 3 students loved the bridge building workshop! It was fantastic to see them applying their knowledge of shapes and forces to create such strong structures. A brilliant hands-on learning experience. View on Facebook N Newington College Engineering Workshop Our boys were put to the test in the Fizzics Education engineering workshop. From truss design to destructive testing, it was a day of critical thinking and creative problem-solving! View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for hundreds of Australian schools.Supporting teachers and students since 2004 with reliable, syllabus-aligned visits. ✓Consistency & CareBuilding stable, high-quality STEM foundations in schools for over 20 years. ✓Real FeedbackGuided by unedited reviews from educators and principals. ✓Expert PresentersFacilitated by experienced educators who understand Australian classroom requirements. Verified Reviews Trustpilot
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
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