Chemistry Capers Creative chemical school workshop ideal for covering a broad range of chemical changes Enquire Now 🧪 Hands-on Chemical Science Chemistry Capers Exploring Physical Changes and Chemical Reactions Find out about the science that can be found in your own kitchen as students run hands-on science investigations in chemistry. This workshop is designed to cover a broad range of chemical concepts in a way that is highly engaging and accessible to primary students. From identifying acids and bases using indicators to witnessing the dramatic properties of solids, liquids, and gases, students work like real scientists to observe the world around them. [Image of chemical reaction indicators: color change, gas bubbles, and temperature change] What Students Investigate: Kitchen Chemistry: Discovering the science in everyday home materials. States of Matter: Exploring the observable properties of solids, liquids, and gases. Chemical Reactions: Distinguishing between physical changes and chemical reactions. Acids vs. Bases: Using indicators to detect pH levels in various substances. Energy Changes: Observing how energy is absorbed or released during reactions. Education-First Leadership Led by Churchill Fellow Ben Newsome, we ensure every chemistry incursion is grounded in pedagogical best practice. We provide the tools to make high-level science accessible to every student. Trustpilot 4 Million+ Students Inspired since 2004 Trustpilot Check Availability 🧪 Hands-on kitchen chemistry. 🌍 Available In-person or Online. 📜 Full Risk Assessments & WWCC. 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 Foundation recognise that objects can be composed of different materials and describe the observable properties of those materials AC9SFU03 explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 2 recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces AC9S2U03 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 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 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 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW K – 10 Science Syllabus mapping NSW Science Syllabus Content A student: STe-4MW-ST identifies that objects are made of materials that have observable properties ST1-6MW-S identifies that materials can be changed or combined ST1-7MW-T describes how the properties of materials determine their use ST2-7MW-T investigates the suitability of natural and processed materials for a range of purposes ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-7MW-T explains how the properties of materials determines their use for a range of purposes NSW Science and Technology K–6 Syllabus (Implementation from 2027) For implementation advice, please visit the NESA Science site. Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Recognise that properties of materials can be observed using the senses Observe and manipulate materials to describe their properties using Tier 2 vocabulary Pose questions about materials and describe how they are used in everyday objects STE-PQU-01 poses questions based on observations to collect data Stage 1 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 Recognise that matter is anything that has mass, takes up space and consists of very small particles Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume 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 in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K-10 Science Syllabus Mapping Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content VIC Curriculum F–10 Version 2.0 For implementation advice, please visit the VIC Curriculum F-10 site. 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 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 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 and 6 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 can be planned and conducted, including deciding the variables to be changed, measured and controlled in fair tests. VC2S6I02 VIC F – 6 Science Syllabus Mapping Print a PDF detailing VIC P-6 mapping School Testimonials View All Villa Maria Primary School Feedback on: Chemistry capers We would definitely book this again! John Colet School Feedback on: Chemical capers Danny was a great presenter today and the children really enjoyed the session Science Show Demonstrations Beyond volcanoes Use chemistry to blow up a balloon or launch a rocket! Milk rainbows Use food dye to track the interactions between detergent and milk Skittle science It's all about concentration! Cabbage chemistry A fantastic way to create a natural pH indicator Mentos and coke A bubbly volcano that's a worldwide hit Sherbet (90 min program) A chemical reaction in your mouth! Science workshop content What Students Experience: Hands-on Chemical Science Students step into the role of a research chemist, using common kitchen chemicals to uncover the extraordinary science of the material world. This workshop is highly structured to move from dramatic demonstrations to individual student-led inquiry. 1. The Spark of Inquiry The session begins with a high-energy introduction. We demonstrate the visible indicators of chemical reactions—such as gas production, colour changes, and temperature shifts—contrasting them with simple physical changes to establish baseline observations. 2. Guided Investigation Students conduct a series of investigations using household chemistry. The presenter roves through the groups, facilitating deep-dive questions and encouraging students to record their observations before gathering to debrief findings after each experiment. 3. Synthesis & Application We wrap up with advanced demonstrations of chemical reactions that highlight the power of science. The session concludes with a discussion on how chemistry is applied in daily life, from cooking and cleaning to industrial manufacturing and environmental science. A Arden Anglican School Chemical Science Workshop Our students became research chemists for the day! It was wonderful to see them so engrossed in their experiments and making such clear scientific observations. A highly engaging and educational experience for all. View on Facebook F Fizzics Education Classroom Chemistry Kitchen chemistry at its best! From indicator tests to gas-producing reactions, these students did an amazing job investigating the science hidden in their cupboards. View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 20 years.Fizzics Education delivers reliable, syllabus-aligned visits that engage students and meet the practical requirements of the Australian classroom. ✓Hands-on SafetyUsing safe, relatable materials to teach rigorous scientific concepts and laboratory safety. ✓Verified ImpactHighly rated by teachers for excellent classroom management and high student engagement. ✓Qualified PresentersExperienced educators trained to facilitate deep-dive inquiry and student discovery. Verified Reviews Trustpilot Requirements 📊 Workshop Logistics Session Requirements 🧪 Workshop Capacity 👥 Attendance: Max 30 students per class. 🏫 Target: Appropriate for Years K to 6. ⏰ Duration: 60 mins (+60 min set/pack). 🪑 Seating: Not required for this session. 🧼 Cleanup: We use safe, common household chemicals. While we take every care, we recommend a space that is easy to wipe down. 📍 Space & Utilities 🏗️ Tables: 3 tables are required for experiment setup. 🔌 Power: Access to 1 standard electrical power socket. 🚰 Water: Access to a sink or water source is preferred. 🌳 Outdoors: Required only for the Mentos geyser experiment. Note: All chemicals and safety equipment for experiments are provided by the presenter. 🛡️ $20M Public Liability ✅ WWCC Checked 📋 Full Risk Assessments 🎓 Expert Science Educators Go Further! Chemistry Units of Work to Support Your Teaching Save time and engage students in STEM with high-quality videos, printable experiments, and full marking rubrics for your Chemistry unit. Find out more! Extend the Experience Pair this workshop with a larger stage show for groups of up to 240 students: Big Science Big Fun tick tick BOOM! Liquid Nitrogen Show Cost 💰 Workshop Investment Chemistry Capers $580 inc. GST 60-Minute Workshop ✨ Only $19.33 per student $660 inc. GST 90-Minute Workshop ✨ Only $22.00 per student *Calculated based on max capacity of 30 students per session. ✓ Early Bird: Book and pay within 7 days to receive 10% off your booking. 💡 Extension Idea: Pair with a Liquid Nitrogen Show to explore phase changes, or a Complete Chemistry Show. View all offers & discounts 🌍 Online Version: Available as a LIVE, interactive online class worldwide. 📚 Units of Work: Go further with the Mixtures Unit of Work. 📍 Regional Schools: Find out about our country science tours. 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 Christmas Science Show for Primary School Years K to 6 Maximum 240 students School Show 60 minutes Online Class Available Year 5 Physical Science Year 6 Science Inquiry Whole School New South Wales Victoria Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Chemical Science Year 4 Human Endeavor Read More Enquire Now Scientific Method – Full Day Years 3 to 6 Maximum 30 students Workshop Full day visit Physical Science Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Year 6 Chemical Science Human Endeavor Mathematics Read More Enquire Now Flight or Weather Years 3 to 6 Maximum 30 students School science show (NSW & VIC) 60 minutes Online Class Available Physical Science Science Inquiry New South Wales Victoria Year 3 Year 4 Year 5 Year 6 Earth and Space Human Endeavor Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Foundation recognise that objects can be composed of different materials and describe the observable properties of those materials AC9SFU03 explore the ways people make and use observations and questions to learn about the natural world AC9SFH01 pose questions and make predictions based on experiences AC9SFI01 Year 2 recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces AC9S2U03 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 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 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 Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping NSW Science Syllabus Content A student: STe-4MW-ST identifies that objects are made of materials that have observable properties ST1-6MW-S identifies that materials can be changed or combined ST1-7MW-T describes how the properties of materials determine their use ST2-7MW-T investigates the suitability of natural and processed materials for a range of purposes ST3-6MW-S explains the effect of heat on the properties and behaviour of materials ST3-7MW-T explains how the properties of materials determines their use for a range of purposes NSW Science and Technology K–6 Syllabus (Implementation from 2027) For implementation advice, please visit the NESA Science site. Early Stage 1 STE-SCI-01 identifies and describes characteristics of living things, properties of materials, and movement Recognise that properties of materials can be observed using the senses Observe and manipulate materials to describe their properties using Tier 2 vocabulary Pose questions about materials and describe how they are used in everyday objects STE-PQU-01 poses questions based on observations to collect data Stage 1 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 Recognise that matter is anything that has mass, takes up space and consists of very small particles Observe examples of matter that exist as a solid, which has a defined shape and volume; a liquid, which has a definite volume but not a definite shape; and a gas, which has neither a definite shape nor a definite volume 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 in a fair test, an independent variable is changed, a dependent variable is measured, and controlled variables remain the same Pose questions to determine whether substances dissolve in water by identifying variables and conducting and evaluating fair tests ST3-PQU-01 poses questions to identify variables and conducts fair tests to gather data NSW K-10 Science Syllabus Mapping Print a PDF detailing NSW K-6 mapping VIC Science Syllabus Content VIC Curriculum F–10 Version 2.0 For implementation advice, please visit the VIC Curriculum F-10 site. 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 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 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 and 6 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 can be planned and conducted, including deciding the variables to be changed, measured and controlled in fair tests. VC2S6I02 VIC F – 6 Science Syllabus Mapping Print a PDF detailing VIC P-6 mapping
What Students Experience: Hands-on Chemical Science Students step into the role of a research chemist, using common kitchen chemicals to uncover the extraordinary science of the material world. This workshop is highly structured to move from dramatic demonstrations to individual student-led inquiry. 1. The Spark of Inquiry The session begins with a high-energy introduction. We demonstrate the visible indicators of chemical reactions—such as gas production, colour changes, and temperature shifts—contrasting them with simple physical changes to establish baseline observations. 2. Guided Investigation Students conduct a series of investigations using household chemistry. The presenter roves through the groups, facilitating deep-dive questions and encouraging students to record their observations before gathering to debrief findings after each experiment. 3. Synthesis & Application We wrap up with advanced demonstrations of chemical reactions that highlight the power of science. The session concludes with a discussion on how chemistry is applied in daily life, from cooking and cleaning to industrial manufacturing and environmental science. A Arden Anglican School Chemical Science Workshop Our students became research chemists for the day! It was wonderful to see them so engrossed in their experiments and making such clear scientific observations. A highly engaging and educational experience for all. View on Facebook F Fizzics Education Classroom Chemistry Kitchen chemistry at its best! From indicator tests to gas-producing reactions, these students did an amazing job investigating the science hidden in their cupboards. View on Facebook EST. 2004 Our Commitment to Quality Science Education A Trusted School Partner for 20 years.Fizzics Education delivers reliable, syllabus-aligned visits that engage students and meet the practical requirements of the Australian classroom. ✓Hands-on SafetyUsing safe, relatable materials to teach rigorous scientific concepts and laboratory safety. ✓Verified ImpactHighly rated by teachers for excellent classroom management and high student engagement. ✓Qualified PresentersExperienced educators trained to facilitate deep-dive inquiry and student discovery. 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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