A DAY WITH A SCIENTIST
Aim
The aim of this hands-on, extended learning program is to accelerate the understanding, further arouse the curiosity, stimulate the imagination, and foster the creative-thinking and problem-solving abilities of students.
Opportunities
Students will experience a number of miscellaneous demonstrations aimed at encouraging them to make predictions, to hypothesise, and to develop explanations and fostering a keen interest in phenomena around them.

They may hear science songs, be invited to write science poetry, complete a crossword to revise main ideas, do physical exercises to increase their energy and improve learning, enter a quiz to win a prize, and carry out a range of experiments (many new ones each year) that may include:

  • solving mysteries and problems using forensic science (e.g., chemical tests, chromatography, fingerprinting) and creative thinking,
  • making slime, a weather indicator, fire alarm, electric motor, warm water fountain, rainbow, battery, siphon, fire extinguisher, telescope, softdrink bottle, whirly seed, balancing toy, a screamer, and electric circuits,
     
  • being fascinated by magic writing, the collapsing can, mysteriously rising water, magic beaker, plastic bag air lift, floating card, telepathic student, magic candle, memory wire, amazing windbag, inverting pop top, self-siphoning gel, multiple collision accelerator, decision balls, disappearing cup, magic finger, confused balloons, the cups and the balloon, their blind spot, persistence of vision, yip-yip stick, tornado tube, gender indicator, jumping pencil, magic teaspoon, frustrating papers, and rocket,
     
  • studying hot air currents, the misbehaving superball, uncontrollable foot, effects of pulleys, floating and sinking, immiscible liquids, acid/base indicator, compressed air water fountain, capillary action, soft and hard water, obedient string, the greenhouse effect, cooling effect of breezes, the burning candle problem, location of nerve endings, effect of oil spill on birds, how shape affects strength, flames, falling objects, fortune fish, sound waves, balance, taste and smell, colour and heating, a new fuel, effects of air pressure, and the magic sand wand,
     
  • experiencing spectacular chemical reactions, coloured flames, and explosions, optical illusions, volcano, the effect of “invisible glue,” heat sensitive crystals, curious knots, curving tape, effects of UV light, talking cups, sound beats, magic wheel, and a giant solar bag, and
     
  • purifying water, separating substances, spray painting, tying a knot in water, classifying rocks and minerals, using steam power and solar oven, hearing cannon fire, testing for UV light, understanding blue skies and red sunsets, measuring reaction time, burning fabrics, focussing light rays, racing tin cans, boiling warm water, eating astronaut food, “smelling” money, and operating a stunt plane.
Philosophy
Our nation’s future, and indeed that of the world, will depend upon creative approaches requiring problem-solving skills. By aiming to strengthen participant’s multiple intelligences, the activities in this program foster creativity and problem-solving in a friendly, supportive, and student-centred environment.

Bright and enthusiastic children will find their imagination challenged as their mentor acts as a guide and source of encouragement in an exciting hands-on atmosphere free of criticism and in which mistakes are welcomed as learning opportunities rather than being feared. Above all, the emphasis is on fun, enjoyment, and safety.

Research has shown that activities like this can play a key role in motivating students in both their studies and along career paths. An emphasis is also placed on demonstrating the key role that science and technology play in society by relating the activities to real-life applications. Students will typically perform experiments in pairs, thus also fostering the important traits of cooperation and respect for others.

Requirements
Students need covered footwear, a notebook, and a biro or pencil and also need to bring their own food and drink for morning tea and luncheon breaks.
Course Mentor
Peter Eastwell PhD, BSc (Hons), DipEd, MACE, C.Chem, MRACI

Dr Eastwell has over 30 years experience in science education. He is a registered teacher and Science and Technology Communicator, author of Physics Spectrum: Constructing an Understanding of Physics, and an accredited Primary Investigations and Crest Awards trainer. His students have been very successful in both State and National science competitions, including being National winners in both the 1996 and 1997 Earthworm Environmental Awards for scientific research.

Peter is a recent recipient of a Service to Science Education Award and a BHP Science Teachers Award. With a deep passion for science education which students find contagious, he enjoys nothing more than sharing his fascination for the scientific principles which govern our world.

Comments From Students
  • “It’s fun, cool, and exciting and you learn a lot.”
  • “You can do so many things and they are really interesting.”
  • “Good, all hands-on.”
  • “Explains things very well.”
  • “He’s understanding and lets us try things by ourselves.”
  • “He doesn’t get angry if we make a mistake.”
  • “Allows any question and answers honestly.”
  • “He doesn’t preach at you or talk down to you, but takes you as you are.”
  • “I would definitely recommend this program to other students.”
      Science Time Education, “Willow Downs,” 570 Womina-Willowvale Road, Warwick Qld 4370
Ph. & Fax: (07) 4667 3786   Web Site: http://www.ScienceTime.com.au