Click the links to try out our Experiments:
Science begins with Questions,
using Puff bottles at #CreatingSciencePuffBottles
Air Pressure games at #CreatingScienceAirPressure
Generate Theories with Bob the Blob at #CreatingScienceBobTheBlob
Begin Experimenting as you explore Variables with #CreatingScienceRocketBalloons
Continue Experimenting with Multiple Trials, Reaction Time,
Use exact measures, multiple trials, and maths to become the
Bounce Master with #CreatingScienceBounceMaster
Test your ideas, make models, and generate theories with
Communicate your ideas with
Engage the coloured fire, and explore simple spectrometry
And learn that, most of all, Science belongs to People!
Learn about your senses:
Hearing, with #CreatingScienceReversibleEars
Sight, with #CreatingScienceHoleInYourHand
Touch, with #CreatingScienceTactileMazes
Balance, with #CreatingScienceBalancingMouse
(Chemoreception or Taste, #CreatingScienceSherbet)
Explore the micro world of bugs, with
And grow your own mini-forest with
So what are the #CreatingScienceNeedsOfLivingThings?
Learn how life adapts #CreatingScienceAdaptation
And how life on earth has changed with
#CreatingScienceTraceFossils and Fossil activity
Learn about chemical safety and experimenting with
See the history of a great theory, and make a tasty treat, with
Learn about a great product and how to keep Australia clean though Reduce, Reuse and Recycle, with
#CreatingSciencePlastics and #CreatingScienceGak
Magnets are marvellous materials, make a simple compass
Coat some Copper, carefully and with precision, with
Explore surface tension and chemical change with our own
Make a multicoloured density cylinder with
Play with Ooze and Gooz in the
Explore air pressure with the super simple, super fun
Light, Holographic diffraction glasses, and Colour Spinners
Study motion, potential and kinetic Energy with
Simple machines and lever fun with
Lower the friction with our;
Put friction to work as you;
Put gravity to work with the falling fun of;
Study heat and slow the motion of heat with the;
Be amazing with our simple circuitry of
Make things spin using magnetism and electricity with our
Dance and draw with the unending fun of
Earth and Space Science
Learn about our atmosphere as you're
Learn about the flow of liquid rocks with
#CreatingScienceMagmaFlows (aka 'lava lamps')
Explore air, weather and wind
Discuss the devastation of cyclones and whirlpools
Discover the destructive power of nature
#CreatingScienceVolcanoes (with improved formula!)
Use time and chemicals to make your own
Build your own sandstone art with
Learn surprising secrets about our nearest neighbour
Visit amazing worlds with
Learn about our own sun, and time
Looking for some FUN science activities to try out with your peeps? We have a bunch of them here, for free! We put together a book of cool science experiments and activities for you to try yourself, at home, with generally recycled materials. You'll learn much more than some great science idea's, you'll learn how to think like a scientist as well!
Not only that ALL TEACHING NOTES are free online - just explore the links to the left. Be a part of something exciting and share your experiences with #CreatingScience
All we ask is that you tell others how you went! We're collecting feedback and ideas to make these ideas WORK, and then we'll share these ideas with others - fun! Just use the hashtags to share your experiences and pictures online, or send directly to CS@DrJoe.id.au
Some notes on safety
Any situation in school or at home is potentially dangerous and the ultimate responsibility SAFETY rests with the employer or parents. However there is an expectation that the students (or teachers) will behave in a certain way as to minimise the risks. All schools should have a school safety policy, which includes references to science activities to which teachers should adhere. Children of all ages need to learn how to recognise the hazards and risks to themselves and others when taking part in a science activity.
This therefore means that this awareness needs to be taught, together with strategies for dealing with specific hazards. Practical activities of any sort where students are moving about and using equipment are potentially hazardous and all such activities should be preceded by a brief discussion with them. Specific situations where risks are greater and particular strategies are used, such as the wearing of goggles will also need discussion with them. It might also be a good idea to get them to design their own safety symbols to put into practice which highlight the need for safe working, and to use them regularly when they are needed.
All the activities in this book can be carried out safely in schools and in homes. The hazards have been identified and any risks from them reduced to insignificant levels by the adoption of suitable control measures. However, we also think it is worth explaining the strategies that are recommended to reduce the risks in this way. Risk assessment is your responsibility. The task of assessing risk in particular situations may well be delegated by the employer to the head teacher/science co-ordinator, who will be expected to operate within the employer’s guidelines. We believe that all the activities in this book are safe for children with correct adult safely measurements implemented. However, parents and teachers must still verify that what is proposed does confirm with any code of practice produced by their employer. You also need to consider your local circumstances. Are your students reliable? Do you have safety glasses for everyone?
Risk assessment involves answering two questions: How likely is it that something will go wrong? How serious would it be if it did go wrong? How likely it is that something will go wrong depends on who is doing it and what sort of training and experience they have had. Suggestions are made as to whether an activity should be a teacher demonstration only, or could be done by students of various ages. Teachers tend to think of eye protection as the main control measure to prevent injury. In fact, personal protective equipment, such as goggles or safety spectacles, is meant to protect from the unexpected. If you expect a problem, more stringent controls are needed. A range of control measures may be adopted, the following being the most common. Use:
• a less hazardous (substitute) chemical;
• as small a quantity as possible;
• as low a concentration as possible; and
• safety screens (more than one is usually needed, to protect both teacher and students).
The importance of lower concentrations is not always appreciated, but if solutions are suitably dilute they are classified as irritant rather than corrosive.
Throughout this resource, we make some reference to the need to wear eye protection. Undoubtedly, chemical splash goggles, give the best protection.
adapted 26 May 2018 from http://www.primaryresources.co.uk/science/pdfs/rsc_tc_nc2.pdf