Create a Catapult Enquire Now Medieval science! In this science workshop, we’ll apply our STEM skills to create a wooden catapult that really works! Along the way, we’ll learn The differences between trebuchets and catapults Potential vs kinetic energy Trajectories and momentum How to create & vary an object to solve a problem (how far can the ping pong ball be moved?) How to use hot glue guns safely Trustpilot 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 were 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 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 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 VIC F – 6 Science Syllabus mapping for all our incursions 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 Print a PDF which details P to 6 mapping of all our VIC science visits About this STEM Incursion The session is designed to capture their imagination as they construct medieval siege devices out of common materials. The students will work together to construct their creations and will have a chance to use them to shoot ping pong balls at a target or go for distance on completion. We will bring table covers and work mats for each hands-on station. The students can take home their catapult at the end of the session. On booking please be advised that hot glue guns are used throughout this workshop. Appropriate safety precautions and instructions are provided. All care is taken however we do not take responsibility for injuries caused by misuse of our equipment. Requirements Appropriate for Years 5 to 6 5 large tables minimum (preference for 8 x 1.8m trestles, grouped near powerpoints) Access to at least 2 electrical power sockets (preference for 4 sockets if possible) Chairs not required Duration 60 minutes Set up time 30 minutes and pack up time 30 minutes On booking please be advised that hot glue guns are used throughout this workshop. Appropriate safety precautions and instructions are provided. All care is taken however we do not take responsibility for injuries caused by misuse of our equipment. Please advise parents prior to booking. 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 Go further with the Forces & Movement Unit of Work 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 Fizzics Education Awards Related Shows Scientific Method – Short Course Years 3 to 6 Maximum 30 students Workshop 60 or 90 minutes Online Class Available Physical Science Science Inquiry New South Wales Victoria Australian Capital Territory Year 3 Year 4 Year 5 Year 6 Chemical Science Human Endeavor Read More Enquire Now Meccano Machines Years 5 to 6 Maximum 30 students School workshop (NSW & VIC) 2 hours Year 3 Year 4 Year 5 Year 6 Human Endeavor Physical Science Science Inquiry New South Wales Victoria Read More Enquire Now Forces, Friction & Movement Years K to 6 Maximum 30 students School workshop 60 or 90 minutes Online Class Available Australian Capital Territory Kindergarten Year 1 Year 2 Year 3 Year 4 Human Endeavor Year 5 Physical Science Year 6 Science Inquiry New South Wales Victoria 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 were 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 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 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 VIC F – 6 Science Syllabus mapping for all our incursions 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 Print a PDF which details P to 6 mapping of all our VIC science visits
The session is designed to capture their imagination as they construct medieval siege devices out of common materials. The students will work together to construct their creations and will have a chance to use them to shoot ping pong balls at a target or go for distance on completion. We will bring table covers and work mats for each hands-on station. The students can take home their catapult at the end of the session. On booking please be advised that hot glue guns are used throughout this workshop. Appropriate safety precautions and instructions are provided. All care is taken however we do not take responsibility for injuries caused by misuse of our equipment.
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