…tick, tick BOOM! A fun science show performance where we blow stuff up! In the name of science of course :) Enquire Now Exactly what the students want! Isn’t it just? What better way to get kids into science than to do the stuff they want to see! Originally designed to be run at the Powerhouse Museum, this large stage performance gets noisy as we explore the science behind explosions and explain why chemical safety is so important. This is not just a series of tricks though, our experienced presenter will cover a multitude of concepts: air pressure differentials. exothermic vs endothermic chemical reactions. the effect of surface area on reaction rates combustion requirements. properties of liquid nitrogen applications of controlled explosions and more… Ideal for schools that want a professional large stage performance in their school hall, with an added bonus that a show catering up to 240 students at a time is also more economical per student. Excite the students to get back into science or simply end the year with a BANG! 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. Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW Science 7–10 Syllabus For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: describes the effects of forces in everyday contexts SC4-FOR-01 identifies questions and makes predictions to guide scientific investigations SC4-WS-02 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 selects and uses scientific tools and instruments for accurate observations SC5-WS-01 follows a planned procedure to undertake safe, ethical, valid and reliable investigations SC5-WS-04 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 School Testimonials View All MacKillop Catholic College Feedback on: tick tick BOOM! The presentation engaged our students and maybe lit another spark or two of interest in them. Thank you very much! Glenmore Park High School Feedback on: tick tick BOOM We would definitely book this again! Science Show Demonstrations Fire ball Learn about the fire triangle in this highly visual demonstration. Hydrogen BANG! Discover just why the Hindenburg exploded... Don't trap it! Giving liquid Nitrogen nowhere to go will result in a VERY fast expansion... Rocket launcher Learn how to launch several types of rockets... its all about high & low pressure Expand-a-foam What happens to shaving cream in a bell jar? Balloondog pop Explosive decompression really lets you down... especially in space. Elephants toothpaste The classic foamy reaction that releases a lot energy! Whoosh bottle A rudimentary engine on stage . Hot waterdump Liquid nitrogen into boiling water... which one wins? Bicarb balloons A great experiments students can safely repeat Lift me up A simple way to demonstrate how an air jack works Bernoulli bag Can you fill a 7 ft bag in one breath? Posts about this school science show on pressure Trustpilot Requirements Appropriate for Years 7 to 10 with a maximum of 240 students per science show Access to 1 electrical power socket and 3 tables. Chairs are not required. Duration 60 minutes, set up time 45 minutes and pack up time 45 minutes ESSENTIAL: – Ability to turn off your fire alarms. ​​​​​​​- Also, a roof at least 5 metres high is required otherwise we need to run one of the experiments outside in an open area. 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 high school. Trustpilot Find out more here 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 Renewable Energy Years 7 to 10 Maximum 30 students School workshop (NSW & VIC) 60 minutes Online Class Available Year 9 Year 10 Earth and Space Human Endeavor Physical Science Science Inquiry New South Wales Year 7 Year 8 Read More Enquire Now Big Science Big Fun 2 Years 7 to 10 For large audiences School science show 60 minutes Year 9 Year 10 Chemical Science Human Endeavor Physical Science New South Wales Victoria Australian Capital Territory 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. Australian National Curriculum Mapping for all our science workshops & shows
NSW Science 7–10 Syllabus For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: describes the effects of forces in everyday contexts SC4-FOR-01 identifies questions and makes predictions to guide scientific investigations SC4-WS-02 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 communicates scientific arguments with evidence, using scientific language and terminology in a range of communication forms SC5-WS-08 explains the motion of objects using Newton’s laws of motion SC5-WAM-02 selects and uses scientific tools and instruments for accurate observations SC5-WS-01 follows a planned procedure to undertake safe, ethical, valid and reliable investigations SC5-WS-04 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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