Destination Moon & Beyond – Secondary Science Enquire Now Discusses the Artemis missions via demonstrations Discover the science required to reach the Moon and the space programs that made it all happen. From trajectories & orbits to rocketry & materials science, we’ll look at current and future space programs, operations and missions. Students will gain an appreciation of astronomy and gain insight into our place in the Universe. Full risk assessments available on request. Available as a high school science incursion within Australia or as a video conference to any school around the globe! Looking for a broader school space workshop incursion that covers more than just our solar system? Check out the Stars & Planets workshop 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 activities listed below will be covered during the conference. Upon booking, you will receive a PDF outlining the materials that you can have on hand to make the workshop more interactive. It’s not a problem if you can’t source all of the materials, as we’ll have these on hand for the workshop 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 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 investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it AC9S7U04 model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides AC9S7U03 Year 8 compare physical and chemical changes and identify indicators of energy change in chemical reactions AC9S8U07 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 – Explain that predictable and observable phenomena on the Earth are caused by the relative positions of the Sun, the Earth and the Moon – Use physical models or virtual simulations to explain the cyclic patterns of lunar phases and eclipses of the Sun and Moon describes the effects of forces in everyday contexts SC4-FOR-01 – Explain forces as either direct (contact) or indirect (non-contact) – Conduct a practical investigation on the effects of a range of direct and indirect forces – Investigate examples of forces and magnetism in familiar contexts 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 explains the factors that affect the rate of chemical reactions SC5-RXN-02 – Investigate and explain how concentration, surface area, temperature and catalysts affect the rate of reactions 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 physical changes can be distinguished from chemical changes; a chemical change can be identified by a colour change, a temperature change, the production of a gas (including laboratory preparation and testing of oxygen, carbon dioxide and hydrogen gases) or the formation of a precipitate. VC2S8U08 balanced and unbalanced forces acting on objects, including gravitational force, may be investigated and represented using force diagrams; changes in an object’s motion can be related to its mass and the magnitude and direction of the forces acting on it. VC2S8U14 cyclic changes in the relative positions of Earth, the Sun and the Moon can be modelled to show how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides. VC2S8U12 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 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 Science Show Demonstrations Distances in space Measure the distances between the Earth, Sun & Moon. What about sizes? Tricky Trajectories Can you launch a rocket to get it to the target? Giant Gyro How do spacecraft turn in space? Breathe in! What would happen to an astronaut if they didn't wear a spacesuit? Gravity Pull Model the gravity on Earth vs. Moon. Which planet's gravity is greater? Troublesome tools How does working in space affect tool design and use? Lunar phases Why does the Moon look different throughout the month? Creating craters Model crater formation... what do craters tell us about the Moon's formation? Rainbows of light How spectrometers were used on lunar experiments Rocket launcher Launch a rocket using a chemical propellant Remote rocks Determine the types of rocks you have using a sensor Rocket modelling Compare scale models of the Saturn V to other rockets Heating up & Cooling down How do materials respond to rapid changes in heat? Spiraling orbits What happens to space debris as it approaches celestial objects Magnetometer Investigate magnetism, just like the Apollo missions & more Roaring Jug A model of how rocket engines work The Great Conspiracy We landed on the Moon! Lets go through the evidence... Hidden Figures The mathematicians behind Apollo missions Optional extension - Join an International Space Station Experiment! Join ExoLab, a science experiment where students from across the world compare their results with an identical growth chamber on the International Space Station (ISS). Join an international school community to share results & ideas along with the U.S. National Laboratory. Collect and analyze data to identify the optimal combination of legume, bacteria, and soil to produce nodulation in the harsh environment of the space. Engage in experimental design, data collection and analysis, writing and revising hypotheses, and communicating about what they’ve learned using evidence from their experiments. Direct curriculum outcomes for high school Guided by experienced educators from Fizzics Education & Magnitude. Available Australia-wide The experiments are initiated on the ISS in accordance with resupply missions. This allows for multiple experiments per year, giving options on when to align the classroom experiment with the ISS experiment. Students look for relationships between the environmental conditions, including the effect of microgravity on the growth of living things in general. Requirements Appropriate for 7 to 10 with a maximum of 240 students per class. Access to 2 electrical power sockets and 2 tables Chairs are not required Ability to turn off fire alarms to be able to run one of the demonstrations Set up time 45 minutes and pack up time 45 minutes 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 Cost $1560 inc. GST per science show performance (this works out at $6.50 inc GST per student). Available as a video conference anywhere in the world. In a regional area? Find out how we can attend your school as part of a country science tour! Available as a video conference anywhere in the world Find out more about the ExoLab extension opportunity Call 1300 856 828, or click below to make a booking for your school. Trustpilot Find out more here Enquire Now Fizzics Education Awards Related Shows Want a different class? No worries! What is your class studying? When do you need the visit? Get in touch & we'll work with you Australian Capital Territory New South Wales Victoria Read More Enquire Now Human Body – Organs & Body Systems Years 7 to 8 Maximum 30 students School workshop (NSW & ACT only) 60 or 90 minutes Online Class Available Biological Science Science Inquiry New South Wales Australian Capital Territory Year 7 Year 8 Read More Enquire Now Career School – High School (Years 10 -11) Years 10 to 11 Maximum 100 students School workshop 90 minutes Careers 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 investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it AC9S7U04 model cyclic changes in the relative positions of the Earth, sun and moon and explain how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides AC9S7U03 Year 8 compare physical and chemical changes and identify indicators of energy change in chemical reactions AC9S8U07 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 – Explain that predictable and observable phenomena on the Earth are caused by the relative positions of the Sun, the Earth and the Moon – Use physical models or virtual simulations to explain the cyclic patterns of lunar phases and eclipses of the Sun and Moon describes the effects of forces in everyday contexts SC4-FOR-01 – Explain forces as either direct (contact) or indirect (non-contact) – Conduct a practical investigation on the effects of a range of direct and indirect forces – Investigate examples of forces and magnetism in familiar contexts 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 explains the factors that affect the rate of chemical reactions SC5-RXN-02 – Investigate and explain how concentration, surface area, temperature and catalysts affect the rate of reactions 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 physical changes can be distinguished from chemical changes; a chemical change can be identified by a colour change, a temperature change, the production of a gas (including laboratory preparation and testing of oxygen, carbon dioxide and hydrogen gases) or the formation of a precipitate. VC2S8U08 balanced and unbalanced forces acting on objects, including gravitational force, may be investigated and represented using force diagrams; changes in an object’s motion can be related to its mass and the magnitude and direction of the forces acting on it. VC2S8U14 cyclic changes in the relative positions of Earth, the Sun and the Moon can be modelled to show how these cycles cause eclipses and influence predictable phenomena on Earth, including seasons and tides. VC2S8U12 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 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
Join ExoLab, a science experiment where students from across the world compare their results with an identical growth chamber on the International Space Station (ISS). Join an international school community to share results & ideas along with the U.S. National Laboratory. Collect and analyze data to identify the optimal combination of legume, bacteria, and soil to produce nodulation in the harsh environment of the space. Engage in experimental design, data collection and analysis, writing and revising hypotheses, and communicating about what they’ve learned using evidence from their experiments. Direct curriculum outcomes for high school Guided by experienced educators from Fizzics Education & Magnitude. Available Australia-wide The experiments are initiated on the ISS in accordance with resupply missions. This allows for multiple experiments per year, giving options on when to align the classroom experiment with the ISS experiment. Students look for relationships between the environmental conditions, including the effect of microgravity on the growth of living things in general.
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