Artemis Lunar Battery Challenge Enquire Now Solve the heat issue as identified by NASA! Your students will get first-hand experience on what engineers are looking to solve as they address NASA Shortfall 0301-03: Energy Storage for Extreme Temperatures, identified through the Space Technology Mission Directorate (STMD) at NASA. On the lunar surface, batteries must survive the cold of the lunar night (dropping to -240°C) while also managing the heat generated by their own operations and the blistering lunar day (up to 120°C). In this challenge, you will address battery insulation for the lunar night in a STEM challenge that simulates the real thing. Can your battery survive immersion in liquid nitrogen (-196°C) for up to 2 minutes? Can you use everyday materials to do this? Can you make your solution as light as possible in the process? Time is also spent discussing the Artemis missions and its subesequent benefits for life here on Earth. This same issue is being addressed by ELO2 and the Australian Space Agency as we look to land Roo-ver on the lunar surface during the Artemis missions. This is a real-world STEM challenge! Trustpilot Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Secondary Science Incursions 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 7 & 8 explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S7H01 AC9S8H01 examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations AC9S7H03 AC9S8H03 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships AC9S7I01 AC9S8I01 analyse data and information to describe patterns, trends and relationships and identify anomalies AC9S7I05 AC9S8I05 construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information AC9S7I07 AC9S8I07 Year 9 & 10 explain how scientific knowledge is validated and refined, including the role of publication and peer review AC9S9H01 AC9S10H01 Investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering AC9S9H02 AC9S10H02 develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models AC9S9I01 AC9S10I01 analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies AC9S9I05 AC9S10I05 construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information AC9S9I07 AC9S10I07 Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW Science 7–10 Syllabus (2023) Stage 4 A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 – Identify questions and problems that can be investigated scientifically – Make predictions based on scientific knowledge and observations explains how observations are used by scientists to increase knowledge and understanding of the Universe SC4-OTU-01 Stage 5 asks questions or makes predictions using observations SCLS-WS-02 – Ask questions about familiar objects and events based on observations – Make predictions based on observations evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 – Identify the elements of a complete circuit – Construct circuits and draw circuit diagrams that contain several components to show the flow of electricity through a complete circuit – Measure and compare voltage and current at different points in series and parallel circuits – Conduct an investigation to determine the relationship between voltage, current, and resistance, as described by Ohm’s law () – Conduct an investigation to compare the energy transformed over time in model circuits or appliances iSTEM A student ST5-1 designs and develops creative, innovative, and enterprising solutions to a wide range of STEM-based problems ST5-2 demonstrates critical thinking, creativity, problem solving, entrepreneurship and engineering design skills and decision-making techniques in a range of STEM contexts ST5-3 applies engineering design processes to address real-world STEM-based problems ST5-4 works independently and collaboratively to produce practical solutions to real-world scenarios ST5-5 analyses a range of contexts and applies STEM principles and processes ST5-6 selects and safely uses a range of technologies in the development, evaluation, and presentation of solutions to STEM-based problems ST5-7 selects and applies project management strategies when developing and evaluating STEM-based design solutions ST5-8 uses a range of techniques and technologies, to communicate design solutions and technical information for a range of audiences ST5-9 collects, organises, and interprets data sets, using appropriate mathematical and statistical methods to inform and evaluate design decisions ST5-10 analyses and evaluates the impact of STEM on society and describes the scope and pathways into employment. NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Levels 7 and 8 electrical circuits transfer energy when current flows and can be designed for diverse purposes using different components; the operation of circuits can be explained using the concepts of voltage and current. VC2S8U17 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 Levels 9 & 10 electricity can be generated as alternating current (AC) using magnets (via turbines turned by wind, water, tides or steam that is generated by the combustion of oil, gas or coal or by nuclear energy) or as direct current (DC) using photovoltaic cells or batteries. VC2S10U16 space exploration seeks to expand knowledge of the origins and structure of the universe and to resolve the challenges of humans travelling and living away from Earth’s surface. VC2S10U12 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07 Optional FREE extension - Join the AVA Challenge In the Australian Virtual Astronaut Challenge, participants will address key technologies identified by NASA as necessary for humans to live on the moon. This is a FREE national STEM challenge in partnership with the NSW Department of Education, Fizzics Education, Magnitude.io, the ARC Centre for Excellence for Plant in Space, FoodIQ Global, Rootlab and SOLIDWORKS. To establish a permanent lunar base, we need to solve multi-disciplinary challenges. We explore team dynamics, the engineering design process and the overall AVA Challenge framework. Challenge 1 WHAT WE EAT Responding to Shortfall 1525: Food and Nutrition for Mars and Sustained Lunar Challenge 2 WHERE WE LIVE Responding to Shortfall 1601: Enabling Observation of Whole Top-to-Bottom Dynamic Ecosystems Challenge 3 GOING OUTSIDE Responding to Shortfall 1304: Robust, High-Progress-Rate, and Long-Distance Autonomous Surface Mobility Learn more Requirements Appropriate for Years 7 to 10 with a maximum of 30 students. Access to at least 2 electrical power sockets with a wide floor space. 10 tables around the edge of the room. Chairs are not required. ***The Fizzics Education presenter will handle the liquid nitrogen*** Duration 60 minutes. Set up time 45 minutes and pack up time 30 minutes. Looking for a different space workshop or show? Check out Stars & Planets workshop Destination Moon show 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! Cost $580 inc. GST for a 60-minute workshop 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 school. Print a PDF for mapping of all our science visits Trustpilot Find out more here Enquire Now Fizzics Education Awards Related Shows Ocean Smart Schools Years 7 to 10 Maximum 240 students Show (NSW , ACT & VIC only) 60 minutes Victoria Australian Capital Territory Year 7 Year 8 Year 9 Year 10 Biological Science Earth and Space Physical Science New South Wales Read More Enquire Now Fired Up! Years 7 to 10 Maximum 60 students School Show (NSW & VIC) 45 minutes Online Class Available Victoria Year 7 Year 8 Year 9 Year 10 ACT Chemical Science Physical Science New South Wales Read More Enquire Now Light & Colour Years 7 to 10 Maximum 60 students Science Show (NSW & VIC only) 60 minutes Online Class Available Science Inquiry New South Wales Victoria Year 7 Year 8 Year 9 Year 10 Human Endeavor Physical Science Read More Enquire Now
Australian National Curriculum Mapping for all our science incursions Australian ACARA Content Outcomes: Science F-10 Version 9.0 Year 7 & 8 explain how new evidence or different perspectives can lead to changes in scientific knowledge AC9S7H01 AC9S8H01 examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations AC9S7H03 AC9S8H03 develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships AC9S7I01 AC9S8I01 analyse data and information to describe patterns, trends and relationships and identify anomalies AC9S7I05 AC9S8I05 construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information AC9S7I07 AC9S8I07 Year 9 & 10 explain how scientific knowledge is validated and refined, including the role of publication and peer review AC9S9H01 AC9S10H01 Investigate how advances in technologies enable advances in science, and how science has contributed to developments in technologies and engineering AC9S9H02 AC9S10H02 develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models AC9S9I01 AC9S10I01 analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies AC9S9I05 AC9S10I05 construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information AC9S9I07 AC9S10I07 Australian National Curriculum Mapping for all our science workshops & shows
NSW Science 7–10 Syllabus (2023) Stage 4 A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 – Identify questions and problems that can be investigated scientifically – Make predictions based on scientific knowledge and observations explains how observations are used by scientists to increase knowledge and understanding of the Universe SC4-OTU-01 Stage 5 asks questions or makes predictions using observations SCLS-WS-02 – Ask questions about familiar objects and events based on observations – Make predictions based on observations evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 – Identify the elements of a complete circuit – Construct circuits and draw circuit diagrams that contain several components to show the flow of electricity through a complete circuit – Measure and compare voltage and current at different points in series and parallel circuits – Conduct an investigation to determine the relationship between voltage, current, and resistance, as described by Ohm’s law () – Conduct an investigation to compare the energy transformed over time in model circuits or appliances iSTEM A student ST5-1 designs and develops creative, innovative, and enterprising solutions to a wide range of STEM-based problems ST5-2 demonstrates critical thinking, creativity, problem solving, entrepreneurship and engineering design skills and decision-making techniques in a range of STEM contexts ST5-3 applies engineering design processes to address real-world STEM-based problems ST5-4 works independently and collaboratively to produce practical solutions to real-world scenarios ST5-5 analyses a range of contexts and applies STEM principles and processes ST5-6 selects and safely uses a range of technologies in the development, evaluation, and presentation of solutions to STEM-based problems ST5-7 selects and applies project management strategies when developing and evaluating STEM-based design solutions ST5-8 uses a range of techniques and technologies, to communicate design solutions and technical information for a range of audiences ST5-9 collects, organises, and interprets data sets, using appropriate mathematical and statistical methods to inform and evaluate design decisions ST5-10 analyses and evaluates the impact of STEM on society and describes the scope and pathways into employment. NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 For explanatory points & implementation advice for each dot point, please visit the VIC Curriculum F-10 site. Levels 7 and 8 electrical circuits transfer energy when current flows and can be designed for diverse purposes using different components; the operation of circuits can be explained using the concepts of voltage and current. VC2S8U17 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 Levels 9 & 10 electricity can be generated as alternating current (AC) using magnets (via turbines turned by wind, water, tides or steam that is generated by the combustion of oil, gas or coal or by nuclear energy) or as direct current (DC) using photovoltaic cells or batteries. VC2S10U16 space exploration seeks to expand knowledge of the origins and structure of the universe and to resolve the challenges of humans travelling and living away from Earth’s surface. VC2S10U12 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07
In the Australian Virtual Astronaut Challenge, participants will address key technologies identified by NASA as necessary for humans to live on the moon. This is a FREE national STEM challenge in partnership with the NSW Department of Education, Fizzics Education, Magnitude.io, the ARC Centre for Excellence for Plant in Space, FoodIQ Global, Rootlab and SOLIDWORKS. To establish a permanent lunar base, we need to solve multi-disciplinary challenges. We explore team dynamics, the engineering design process and the overall AVA Challenge framework. Challenge 1 WHAT WE EAT Responding to Shortfall 1525: Food and Nutrition for Mars and Sustained Lunar Challenge 2 WHERE WE LIVE Responding to Shortfall 1601: Enabling Observation of Whole Top-to-Bottom Dynamic Ecosystems Challenge 3 GOING OUTSIDE Responding to Shortfall 1304: Robust, High-Progress-Rate, and Long-Distance Autonomous Surface Mobility Learn more
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