Seeds of Science – Australian Discoveries Enquire Now Designed the 2026 National Science Week theme “Seeds of Science”! This year’s theme invites students across Australia to explore the power of curiosity. Capture your students’ imagination as we explore Australian discoveries that have made an impact globally, from the unusual to the everyday! How do scientists think? What is the spark that helped scientists move from concept to reality? What have the impacts been for Australian research both here and around the world? From bushfire dynamics to cosmic waves, your students will love this science show on-stage at your high school! 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 ACARA Content Outcomes: PW1 Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117). PW2 The action of forces that act at a distance may be observed and related to everyday situations. PW3 Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155). CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151). CW2 Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter. The motion of objects can be described and predicted using the laws of physics (ACSSU229) Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190) 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 7–10 Syllabus (Implementation from 2026) For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 describes the effects of forces in everyday contexts SC4-FOR-01 explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01 explains how energy causes geological and chemical change SC4-CHG-01 develops questions and hypotheses for scientific investigation SC5-WS-02 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 describes the features and applications of different forms of waves SC5-WAM-01 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05 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 energy exists in different forms, including thermal, chemical, gravitational and elastic, and may be classified as kinetic or potential; energy transfers (conduction, convection and radiation) and transformations occur in simple systems and can be analysed in terms of energy efficiency. VC2S8U15 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 wave and particle models can be used to describe energy transfer (conduction, convection and radiation) through different media; waves (electromagnetic and mechanical) have different properties, features (including amplitude, wavelength, frequency and speed) and applications. VC2S10U14 chemical reactions are described by the Law of Conservation of Mass and involve the rearrangement of atoms; they can be modelled using a range of representations, including word and simple balanced chemical equations. VC2S10U08 chemical reactions include synthesis, decomposition and displacement reactions and can be classified as exothermic or endothermic; reaction rates are affected by factors including temperature, concentration, surface area of solid reactants, and catalysts. VC2S10U09 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 Fire tornado & bushfire dynamics Learn about the the CSIRO Bushfire Behaviour Research lab and work they are doing to save lives & property. Colour-changing blue bottle Connects to the AIMS (Australian Institute of Marine Science) where sensors to monitor dissolved oxygen in the Great Barrier Reef. Laser Lissajous figures The SKA (Square Kilometre Array) in WA interpret complex signals to map the Universe using gravity.. Mega bubbles The 1904 "Broken Hill" Process (Froth Flotation) captures Zinc using bubbles! Spiltting laser light Learn how Sir William Henry Bragg & Sir William Lawrence Bragg won the Nobel prize for X-Ray Crystallography Hidden coloures using polarised light Macquarie University researchers discovered that Bull Ants and Bees can see "polarised light" patterns in the sky! Peppers Ghost Analagous to the Australia's world’s first "3D Hologram Table by Voxon Photonics Floating image Learn how Geoscience Australia (Canberra) & Digital Earth Australia constructs maps with thin strips of data How fast is space debris? EOS (Electro Optic Systems) maps space junk to keep our Satellites safe & more! Requirements Appropriate for Years 7 to 10 with a maximum of 240 students per science show Access to 2 electrical power sockets and 3 tables Chairs are not required A white screen or whiteboard can be handy but not essential Duration 60 minutes, set up time 45 minutes and pack up time 45 minutes Ability to turn off your fire alarms if we are to run the Rubens tube or fireball demonstration 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). 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 Enquire Now Fizzics Education Awards Related Shows Fizzics Offers & Discounts – Secondary Making science accessible for all grades Trying to embed inquiry-based learning across your school? Need to make STEM & PBL a priority? Want to help students science understanding shine? Let Fizzics make this easy for you! Curriculum-linked science workshops & shows at a discount! Removes the hassle of planning for all grades across the year […] Read More Enquire Now CSI Forensic Science Years 7 to 10 Maximum 30 students Workshop (NSW & VIC) 60 or 90 minutes Year 9 Year 10 Biological Science Chemical Science Human Endeavor Science Inquiry New South Wales Victoria Year 7 Year 8 Read More Enquire Now Liquid Nitrogen Show Years 7 to 10 Maximum 60 students Science show 45 minutes Online Class Available Year 9 Year 10 Chemical Science Human Endeavor Physical Science Science Inquiry New South Wales Victoria Australian Capital Territory Year 7 Year 8 Read More Enquire Now
Australian ACARA Content Outcomes: PW1 Change to an object’s motion is caused by unbalanced forces acting on the object (ACSSU117). PW2 The action of forces that act at a distance may be observed and related to everyday situations. PW3 Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155). CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles (ACSSU151). CW2 Scientific knowledge and developments in technology have changed our understanding of the structure and properties of matter. The motion of objects can be described and predicted using the laws of physics (ACSSU229) Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190) Australian National Curriculum Mapping for all our science workshops & shows
NSW K – 10 Science Syllabus mapping for all our incursions NSW Science 7–10 Syllabus (Implementation from 2026) For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: identifies questions and makes predictions to guide scientific investigations SC4-WS-02 describes the effects of forces in everyday contexts SC4-FOR-01 explains how uses of elements and compounds are influenced by scientific understanding and discoveries relating to their properties SC4-PRT-01 explains how energy causes geological and chemical change SC4-CHG-01 develops questions and hypotheses for scientific investigation SC5-WS-02 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 evaluates current and alternative energy use based on ethical and sustainability considerations SC5-EGY-01 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 describes the features and applications of different forms of waves SC5-WAM-01 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05 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 energy exists in different forms, including thermal, chemical, gravitational and elastic, and may be classified as kinetic or potential; energy transfers (conduction, convection and radiation) and transformations occur in simple systems and can be analysed in terms of energy efficiency. VC2S8U15 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 wave and particle models can be used to describe energy transfer (conduction, convection and radiation) through different media; waves (electromagnetic and mechanical) have different properties, features (including amplitude, wavelength, frequency and speed) and applications. VC2S10U14 chemical reactions are described by the Law of Conservation of Mass and involve the rearrangement of atoms; they can be modelled using a range of representations, including word and simple balanced chemical equations. VC2S10U08 chemical reactions include synthesis, decomposition and displacement reactions and can be classified as exothermic or endothermic; reaction rates are affected by factors including temperature, concentration, surface area of solid reactants, and catalysts. VC2S10U09 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
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