Established in 2005, we bring Science to your school. We will come to your school and spend a day working with the children introducing or developing one of the curriculum strands.

## Hands-on Workshops

Our hands-on, age appropriate workshops are suitable for children from Junior Infants to 6th Class. Each workshop lasts 45 minutes. Typically we visit 4 class groups of approximately 30 children in a day. Extra sessions may be organised if required. Every child gets to participate in some hands-on science.

### Choose from the following workshops:

The children will be introduced to the idea of grouping materials using a test. The properties of acids and bases will be discussed and possible tests explored. The concept of a chemical indicator will be introduced. Each child will do a science painting on “indicator paper”, pre-prepared by us, using red cabbage juice. They will paint on this paper using “chemical paints” made from lemon juice and bread soda. Children from 1st and 2nd classes will be asked to test some unknown materials (soap, citric acid, etc) to establish whether they are acids or bases.

The older children (3rd – 6th) will also be introduced to the concept of strong and weak acids and the pH scale. The range of colours given by red cabbage juice at the various pHs will be demonstrated. The children will then be asked to investigate the “recipies” to make a range of samples – red, pink, purple, blue and green, starting with 2 colourless liquids and red cabbage juice.

The junior children investigate static electricity.

3rd – 6th classes investigate what frogs and cola drinks have in common as they make their own batteries.

In this very popular activity the children will be introduced to the idea of using what you know about science to do difficult jobs. The juniors are going to make a machine or mechanism to lift an adult. The children will think about balance and good shapes for balancing. The see-saw will be introduced as a toy which uses balance to work. The children will all make small see-saws on their table and test what happens when a small person gets on the see-saw alone, with a big person and with a person of the same size as themselves. The big challange is to see if they can adjust or change the see-saw so that the little person can lift the big person. This is then scaled up so the children can easily lift the scientist.

The seniors (3rd – 6th classes) are going to design an experiment to find out how strong jelly sweets are. We need the answer to be a number so that sweets in different locations can be compared by different people. Might Robert Hooke’s work on springs and their behaviour be any help in this task?

A variation or extension of this activity is to make a weighing scales and use it to measure the weight of an unknown.

In this activity the children will be introduced to science sorting and the primary and secondary colours. Having mixed 2 primary colours – say blue and yellow would it be possible to separate them again? Through investigating the properties of water and the the concept of chromatography the children will investigate markers to establish when they were making colours such as green and brown which inks did the factory use.

The children from 3rd – 6th class will find out what chemistry is, the sort of things that chemists are interested in and how chemists apply their knowledge to find out interesting things. Using chromatography, the food colourings used by different sweet manufacturers will be investigated.

Flame testing as a means of identifying different metals will be demonstrated as will other light producing chemical reactions.

The children from the junior classes investigate what you need to see, transparency, reflection, shadows and an optical illusion.

The children from 3rd – 6th classes investigate reflection from curved surfaces, refraction, and writing using mirrors.

The younger children, infants, will be asked to test a number of items to see whether or not they float and group them accordingly. The results will be discussed and particular attention given to items such as shells that float in some circumstances. The children will then be asked to make a boat out of a piece of modeling clay, which previously sank, float.

First and Second classes will be asked to predict whether or not materials will float or sink and then test their predictions. The results will be discussed and particular attention given to items such as shells that float in some circumstances. The children will then be asked to make a boat out of a piece of modeling clay, which previously sank, float.

Third and Fourth classes will look at the idea that materials, solids, liquids and gases weigh different amounts for the same volume. The weights of equal volumes of liquids will be measured. Archimedes’ principle will be explored and the volume of irregular solids measured. A number of density demonstrations will be done. The children will be asked to assist and to explain what happened.

Fifth and Sixth classes will look further at density. The possibility of changing the density of a liquid will be investigated and the effect for items, which previously sank or floated, tested. The implications of this for boat building and loading will be discussed. A number of density demonstrations will be done. The children will be asked to assist and to explain what happened.

The infants learn about the sun and how it is the source of energy for the universe. The concepts of renewable and non-renewable energies are introduced

The first and second class children also learn about the sun as an energy source, renewable and non-renewable energy sources and how we should always design things to use the minimum amount of energy. A windbag is used to explain this concept.

Third and fourth class pupils learn about the sun and make solar ovens.

Fifth and sixth class children are challenged to melt jelly using the minimum amount of energy.

The infants investigate magnetism and make a racing track where the cars are “driven” using magnets.

First and second classes investigate magnets and make a gravity defying paper clip.

Third and fourth classes compare the strength of different magnets.

Fifth and sixth classes make electromagnets.

The infants learn about solids, liquids and gases. In solids the molecules have very little energy, in liquids they have more and in gases they have lots. They play a game to reinforce this.

First and second classes measure water into a beaker and examine it. They then add a solid, another liquid and a few raisins to get an interesting effect.

Third and fourth classes are given a number of materials and asked to find the odd man out and explain why. Most materials are either solid, liquid or gas but there are a few exceptions that seem to be neither one or the other. The children then make slime.

The fifth and sixth class children investigate the properties of solids, liquids and gases. They investigate changing the state of a number of materials.

**Mind Reading Maths**

This workshop is suitable for children from 4th to 6th class and also for first year in secondary school.

The students are introduced to the concept of logic and of using the information you have to find out an unknown. Other number bases are introduced. The students make mind reading cards which are based on binary numbers. How the cards work is explained to stronger student groups.

**Maths – Shaping our Future**

This workshop is suitable for 4th to 6th classes. It investigates the concept that numbers have shapes. It investigates square numbers, binomials and square roots. Some interesting proofs of Pythagoras’s theorm are demonstrated.

**Maths in Architecture**

A dome is a structural element of architecture that resembles the hollow upper half of a sphere. Dome structures made of various materials have a long architectural lineage extending into prehistory. Domes have a great deal of structural strength when properly built and can span large open spaces without interior supports.

A geodesic dome is a spherical or partial-spherical shell structure based on a network of great circles on the surface of a sphere. Based on a series of equilateral and isosceles triangles they have local triangular rigidity and also distribute the stress across the structure. The first geodesic dome was built in the early 20th century. It was part of a “more for less” philosophy looking at making cheap, light housing for dispossessed people.

During this workshop the students build a geodesic dome from paper, which is strong enough to be lifted and big enough for a small person to fit inside.

**Make your own calculator**

For centuries mathematicians have been trying to simplify and remove the tedium from arithmetic calculations. Electronic calculators have done this for us. In this workshop you will find out how mathematicians did this long before the discovery of electricity and electronics and you will make your own calculator which you can use to change any multiplication sum into an addition one. This workshop is suitable for 5th class up to 2nd year.

Our Earth from the inside out – introduction to Geology

## Demonstration Lectures

Most of our demonstration lectures are suitable for 3rd to 6th classes and can be presented to groups of up to 120 children. A number of children will be picked from the audience to assist with the experiments. Each lecture lasts approximately 60 minutes.

Fantastic Physics part 1 and Fantastic physics the sequel are both presented with age appropriate content and experiments for Junior infants through to 6th class.

Bright Sparks and Anyone 4 Maths are also suitable for Junior Certificate students

### Choose from the following workshops:

The junior children investigate static electricity.

3rd – 6th classes investigate what frogs and cola drinks have in common as they make their own batteries.

RDS Science Live Series 2007

RDS Science Live Series 2007

In this very popular activity the children will be introduced to the idea of using what you know about science to do difficult jobs. The juniors are going to make a machine or mechanism to lift an adult. The children will think about balance and good shapes for balancing. The see-saw will be introduced as a toy which uses balance to work. The children will all make small see-saws on their table and test what happens when a small person gets on the see-saw alone, with a big person and with a person of the same size as themselves. The big challange is to see if they can adjust or change the see-saw so that the little person can lift the big person. This is then scaled up so the children can easily lift the scientist.

The seniors (3rd – 6th classes) are going to design an experiment to find out how strong jelly sweets are. We need the answer to be a number so that sweets in different locations can be compared by different people. Might Robert Hooke’s work on springs and their behaviour be any help in this task?

A variation or extension of this activity is to make a weighing scales and use it to measure the weight of an unknown.

In this activity the children will be introduced to science sorting and the primary and secondary colours. Having mixed 2 primary colours – say blue and yellow would it be possible to separate them again? Through investigating the properties of water and the the concept of chromatography the children will investigate markers to establish when they were making colours such as green and brown which inks did the factory use.

The children from 3rd – 6th class will find out what chemistry is, the sort of things that chemists are interested in and how chemists apply their knowledge to find out interesting things. Using chromatography, the food colourings used by different sweet manufacturers will be investigated.

Flame testing as a means of identifying different metals will be demonstrated as will other light producing chemical reactions.

Fantastic Physics – Part 1

Fantastic Physics – the sequel

Our Earth from the inside out – introduction to Geology