Year 5

Camp shows can be tailored to suit your year group and needs, and can be performed in daylight hours or after dark.  Just have a chat to us about what learning outcomes you would like us to cover. 

This is a highly technical project, which is aimed at Year 10 or Year 11 students. No prior coding experience, or use of Arduinos is required. This is a class or club specialist project, run over 4 weeks, with one or two lessons per week usually focused on the mission. 

In IB schools this fits into Physics Topic 8: Climate Change.

We will happily match the national curriculum outcomes to those of your state. However, in the Physics National Curriculum: 

• understand how the kinetic particle model and thermodynamics concepts describe and explain heating processes.

• Communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

• Identify, research, construct and refine questions for investigation; propose hypotheses; and predict possible outcomes.

• Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics.

• Conduct investigations, including using temperature, current and potential difference measuring devices, safely, competently and methodically for the collection of valid and reliable data.

• Represent data in meaningful and useful ways, including using appropriate Système Internationale (SI) units and symbols; organise and analyse data to identify trends, patterns and relationships; identify sources of random and systematic error and estimate their effect on measurement results; identify anomalous data and calculate the measurement discrepancy between experimental results and a currently accepted value, expressed as a percentage; and select, synthesise and use evidence to make and justify conclusions.

• Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments.

• Select, construct and use appropriate representations, including text and graphic representations of empirical and theoretical relationships, flow diagrams, nuclear equations and circuit diagrams, to communicate conceptual understanding, solve problems and make predictions .

• Select, use and interpret appropriate mathematical representations, including linear and non-linear graphs and algebraic relationships representing physical systems, to solve problems and make predictions.

• Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports.

High altitude ballooning also fits into the Earth and Environmental Science National Curriculum.