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High School Science At Home : Fizzics Education

A blended picture of liquid nitrogen, kids watching a bubbling reaction and a man wearing ear muffs holding a balloon about to explode

Science Bundle – 20 Days of LIVE High School Sessions

This bundle of 20 live curriculum-linked classes for school & homeschool.

Look deeper into how the world works at a high school level.

February 2025 Sessions

  • Week 1 – The Living World (February 10 to 14)
  • Week 2 – Sustainability & Environment (February 17 to 21)
  • Week 3 – Space & Flight (February 24 to 28)
  • Week 4 – Fantastic Physics (March 3 to 7)

These Grade 7 to 10 science lessons happen each weekday at 12:00pm AEDT
Attend live or watch the recordings – run your own experiments & ask your questions about science!

Register for the 12pm sessions

  • $65 inc. GST  (that’s 20 LIVE classes for $3.25 each class!).

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A calendar of science events

Look below to see the curriculum outcomes & activities!

See FAQs here

Are you in Primary School?

Join us each day for sessions at 2pm AEDT

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Join the Fizzics Team for live high school science

  • 20 x Live, interactive 40-minute science classes designed for a broad range of ages.
  • Session times 12:00pm each weekday between February 10 and March 7
  • Includes a Friday trivia session to test what you’ve learned.
  • Guided by science educators highly experienced in online delivery & high school delivery of multi-award-winning programs.
  • Curriculum-linked sessions
  • Run in a secure online space using Zoom Webinar.
  • Recordings available up until April 12.
  • The price is per device – your whole household can join with a single ticket, though for optimal experience we recommend no more than 3 children per device.
  • Attending these sessions constitutes acceptance of the Fizzics Education Terms and Conditions for Online Science Classes

Format

Each session runs for 40 minutes at 12:00pm AEDT (Sydney UTC +11).
You can convert your timezone here

Do not worry if you cannot source any of the resources listed on this site – we will show the demonstrations on the screen as well.
The sessions are also recorded so that you can catch up if you miss a lesson.

IMPORTANT: PLEASE READ

On registration

  • *Check your email spelling on registration, otherwise you will not receive your Zoom registration link
  • **Make sure that you check your email spam folder for your Zoom registration link. We have found that some workplaces do block Zoom. Alternatively, please use a personal email account instead**

During the program

  • All 20 sessions have the same joining unique joining link, Zoom Webinar ID and passcode.
    After booking, you will receive an automated email from Zoom with details of how to join the sessions.

    • The joining link you receive is UNIQUE to you, and should NOT be shared with others.
    • Make sure you are using the SAME email address entered for the booking to join the Zoom webinar.

    It is unique to you – don’t share it or you will lock yourself out!

  • For interactivity and child safety, please join using an adult’s email address, your child’s first name, and no last name.
  • Materials list for each session are listed on this page.
  • Bookmark this webpage for materials lists and curriculum links.

Recordings

  • All recordings will be kept available throughout the duration of the programme. The link can be found in your ticket from Zoom.
  • Recordings will be removed April 12

Please see below for the detailed syllabus links, class timetable and optional hands-on materials for each week

Trustpilot

Insects in resin plus a plant in a hand

Week 1 High School Science @ Home Program

The Living World

Optional materials needed for hands-on activities

February 10

  • 2 containers (jars or glasses), 2 straws, balloons, toothpick/scissors, tape, water, food dye, a tray or tub for spills

February 11

  • Paper cup, microwavable bowl, melting chocolate chips, spoon, knife (cutlery for cutting up chocolate), small toys or figurines, tray or plate, access to a microwave and fridge

February 12

  • Skewer/toothpick, colour pencils or textas, blank paper, flowers, leaves or seed pods (at least one flower would be great)

February 13

  • Paper or card, scissors, straws (to be cut up), tape/glue, string, marker/pen/pencil

February 14  – TRIVIA

We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code.

Curriculum links

Australian ACARA Content Outcomes:: Science

  • Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
  • Interactions between organisms, including the effects of human activities can be represented by food chains and food webs (ACSSU112)
  • Multi-cellular organisms contain systems of organs carrying out specialised functions that enable them to survive and reproduce (ACSSU150)
  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems ACSSU176

NSW Science & Technology Syllabus Content

A student:

  • develops knowledge of the Physical World, Earth and Space, Living World and Chemical World, and understanding about the nature, development, use and influence of science (SC4-10PW).
  • appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-1VA & SC5-1VA
  • relates the structure and function of living things to their classification, survival and reproduction (SC4-14LW)

Victorian F – 10 Science Curriculum

  • Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation (VCSSU105)
  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (VCSSU121)
  • Global systems, including the carbon cycle, rely on interactions involving the atmosphere, biosphere, hydrosphere and lithosphere (VCSSU128)

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A man looking at a flower model

Week 1 Science @ Home Program

Water pouring alongside a dynamo

Week 2 High School Science @ Home Program

Sustainability & Environment

Optional materials needed for hands-on activities

February 17

  • Packet of paddlepop sticks (tongue depressers), rubber bands, tape, PET drink bottle lid, cotton balls

February 18

  • Pizza box, aluminium foil, scissors, clear plastic wrap (Glad wrap), wooden kebab stick, black plastic garbage bag, tape

February 19

  • A packet of gummybears, salt, a spoon, at least 2 bowls, water, ruler, pen and pad for recording results

February 20

  • 3 cups, 2 water or soda bottles, scissors, rubber bands, chux wipe or stockings, sand/gravel/pebbles/beans (materials of different grain sizes), water, dirt, cardboard cutters (optional)

February 21  – TRIVIA

We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code.

Curriculum links

Australian ACARA Content Outcomes:: Science

  • Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)
  • Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
    Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE161)
  • Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE192)
  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136)

NSW Science & Technology Syllabus Content

A student:

  • discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations SC4-11P
  • Wexplains how advances in scientific understanding of processes that occur within and on the Earth, influence the choices people make about resource use and management SC4-13ES
  • explains how scientific understanding about energy conservation, transfers and transformations is applied in systems SC5-11PWPW3
  • Scientific understanding of current electricity has resulted in technological developments designed to improve the efficiency in generation and use of electricity.Students outline recent examples where scientific or technological developments have involved specialist teams from different branches of science, engineering and technology, e.g. low-emissions electricity generation and reduction in atmospheric pollution.

Victorian F – 10 Science Curriculum

  • Some of Earth’s resources are renewable, but others are non-renewable (VCSSU100)
  • Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another (VCSSU104)
  • Electric circuits can be designed for diverse purposes using different components; the operation of circuits can be explained by the concepts of voltage and current (VCSSU130)
  • Scientific knowledge and understanding of the world changes as new evidence becomes available; science knowledge can develop through collaboration and connecting ideas across the disciplines and practice of science (VCSSU089)
  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (VCSSU090)

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wind turbine

Week 2 Science @ Home Program

Space shuttle and galaxy

Week 3 High School Science @ Home Program

High School Space/Flight

  • Covers Earth, Sun & Moon Interactions, the Solar System, Universe & how planes fly.
  • February 17 to 21 at 12:00pm AEDT (Sydney UTC +11)
    You can convert your timezone here

Optional materials needed for hands-on activities

February 24

  • String, scissors, balloons, sticky tape, straw

February 25

  • Spectrometer Template (printed), thin cardboard or cardstock, scissors, box cutter, glue, sticky tape, CD or DVD

February 26

February 27

  • Scissors, string, 2 balloons

February 28  – TRIVIA

We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code.

Curriculum links

Australian ACARA Content Outcomes:: Science

  • Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the sun, Earth and the moon (ACSSU115)
  • Earth’s gravity pulls objects towards the centre of the Earth (ACSSU118)
  • The universe contains features including galaxies, stars and solar systems and the Big Bang theory can be used to explain the origin of the universe (ACSSU188)
  • Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE195)
  • Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries (ACSHE192)

NSW Science & Technology Syllabus Content

A student:

  • describes the dynamic nature of models, theories and laws in developing scientific understanding of the Earth and solar system SC4-12ES
  • describes changing ideas about the structure of the Earth and the universe to illustrate how models, theories and laws are refined over time by the scientific community SC5-12ES
  • appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them SC4-1VA & SC5-1VA.

Victorian F – 10 Science Curriculum

  • Predictable phenomena on Earth, including seasons and eclipses, are caused by the relative positions of the Sun, Earth and the Moon (VCSSU099)
  • Change to an object’s motion is caused by unbalanced forces acting on the object; Earth’s gravity pulls objects towards the centre of Earth (VCSSU103)
  • Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community (VCSSU114)
  • The Universe contains features including galaxies, stars and solar systems; the Big Bang theory can be used to explain the origin of the Universe (VCSSU129)

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Back of the Moon

Week 2 Science @ Home Program

sound and light waves

Week 4 High School Science @ Home Program

High School Fantastic Physics

Optional materials needed for hands-on activities

March 3

  • A clean, dry soda or water bottle (the smaller the better, e.g. 300mL), funnel, uncooked rice, a pencil or chopstick, tub for spills

March 4

  • Balloon, tape, paper towel, pen, scissors, empty & dry soft drink can

March 5

  • Baking paper, tin foil, 2 sheets of dark coloured cardstock, sharp pencil or pin, sharpie, scissors, tape, rubber band

March 6

  • Paper towel cardboard roll, 2 disposable cups, scissors, marker, tape (optional), smart phone for testing

March 7  – TRIVIA

We will be using Kahoot! Your child can participate by opening a new browser window and going to kahoot.it on the same device used to join the webinar, OR use a second device to play while simultaneously watching the webinar…whichever suits! You can help your child by opening the page before the workshop, and all they have to do later in the session is type in the game code.

Curriculum links

Australian ACARA Content Outcomes:: Science

  • 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).
  • Energy transfer through different mediums can be explained using wave and particle models (ACSSU182)

NSW Science & Technology Syllabus Content

A student:

  • discusses how scientific understanding and technological developments have contributed to finding solutions to problems involving energy transfers and transformations SC4-11PW.
  • explains how scientific understanding about energy conservation, transfers and transformations is applied in systems SC5-11PWdescribes the action of unbalanced forces in everyday situations (SC4-10PW).
  • applies models, theories and laws to explain situations involving energy, force and motion (SC5-10PW).

Victorian F – 10 Science Curriculum

  • Light can form images using the reflective feature of curved mirrors and the refractive feature of lenses, and can disperse to produce a spectrum which is part of a larger spectrum of radiation (VCSSU105)
  • Energy appears in different forms including movement (kinetic energy), heat, light, chemical energy and potential energy; devices can change energy from one form to another (VCSSU104)
  • The description and explanation of the motion of objects involves the interaction of forces and the exchange of energy and can be described and predicted using the laws of physics (VCSSU133)

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Holly balancing a spinning a bike wheel on her hand

Week 4 Science @ Home Program

Timetable

A calendar of science events

FAQS

How are these classes different to the Primary Science at Home sessions?

Great question! It’s not about the resources, it’s about the lesson itself.

The same materials for a high school lesson can often be used to teach a child in kindergarten, however the level of content is very different. For example; we can teach a Grade 1 student about push and pull forces using a rubber-band wind-up car, but we can also use that same car to teach a student in University about Newton’s Laws with specific references to the equations that underly the principles. The same applies to chemical concepts, biology discussions and all areas of science. You can see this referenced in curriculum documents as well, as each grade level builds on previous concepts.

We will tailor our explanations based on our lesson planning, the curriculum requirements and the questions we are receiving from the students.

Should I choose the Primary or the High School program?

This is very much up to you. Please know that both programs cover a range of grades and we do not know your child. As such, you need to think about your child and how well they follow scientific concepts. If your child is between grades 5 to 8, think realistically on how well they know their science and use that to choose the right program for your child.

How do these classes work?

Attendees will be able to see and hear our presenter(s) but we won’t be able to see or hear you.
For internet safety, the students will not be able to talk with each other.

The structure of the lessons is a series of demonstrations by our presenter, followed by the students running their own experiments in their room (see the optional materials listed above). We will also demonstrate those experiments in case some students do not have the materials. You will get lots of chances to ask and answer questions via text-based Q&A and live polling.

Do I have to provide anything?

Completely optional!  These materials are not essential – we will show the same materials on-screen regardless.
Bookmark this webpage to refer to each day.

HOW DO I CONNECT?

These programs will be run via Zoom Webinar. After booking, you will receive an automated email from Zoom with details of how to join the sessions.

  • The joining link you receive is UNIQUE to you, and should NOT be shared with others.
  • Make sure you are using the SAME email address entered for the booking to join the Zoom webinar.

For interactivity and child safety, please join using an adult’s email address, your child’s first name, and no last name.

Do I have to supervise my child?

As a supervising adult, you acknowledge that you are responsible for the behaviour of the participants. You acknowledge that the Fizzics Education presenter is not a substitute for on-site parental supervision.

Younger children may need assistance with the hands-on activities. If you are not confident that your child can work alone with the materials listed, please provide supervision.

Are the sessions recorded?

Yes, we will record each session and send you the link.
The recordings will be live for a limited time and are there to help those who could not make a session.

Where is my Password for the Vimeo Showcase?

Please check your confirmation emails from Zoom

Book now!

Register for the 12pm sessions

  • $65 inc. GST  (that’s 20 LIVE classes for $3.25 each class!).

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Are you in Primary School?

We’re running a primary school program each day at 2pm AEDT

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Resources

Go further!

16 Complete K to 6 Teaching Units for Science

Learn more about the K to 6 Units Bundle here

Want more?

Register for the 12pm sessions

  • Homeschool > $65 inc. GST  (that’s 20 LIVE classes for $3.25 each class!).

    Register for the PRIMARY 2pm sessions

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