Lab

See the idea. Put it to the test.

956 practicals from Kindergarten to Year 12, in 9 subjects. A practical gives the idea, what you need, the steps, what you should see and a safety card. A teacher-led practical gives the idea and its hazards; its method is for tutors on the learning platform.

Review

Reviewed before publication (owner’s confirmation, 24 September 2026). That covers every practical here, and a practical’s page lists the sources its author read.

A safety card on every page

The risk, who supervises and the hazards. The 38 teacher-led practicals show their idea and hazards here; their materials, steps and sources, and any result, control or note that states a number or an amount, are for tutors and administrators on the learning platform.

School laboratory, not for home

207 practicals are medium or high risk. Each says so on its page: In a school laboratory, with a teacher supervising, under the school's risk assessment. Not for home.

Curriculum references

Each practical lists the NSW syllabus outcomes and Australian Curriculum v9 codes it supports. They are references, not a verified or complete curriculum alignment.

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A practical is carried out at the bench, in the classroom or outdoors. A practical with its model not built stands on its own; the page says where a step mentions the model. A calculation and data practical works from published figures by hand, with a calculator or in a spreadsheet. No Lab page includes an interactive model; the Concept Studio holds the demonstrations.

50 practicals

Science 7–10 · Chemistry · page 1 of 2

  1. Science 7–10 · Year 7

    Ammonia and hydrogen chloride diffusing along a tube: the white ring

    Gases diffuse at speeds set by their particle mass, so two gases released at opposite ends of a tube meet nearer the heavier gas.

    Teacher-led practicalPractical, model not builtHigh risk
  2. Science 7–10 · Year 7

    Brownian motion: smoke particles jostled by air molecules under a microscope

    Invisible air molecules are moving fast and at random, because visible smoke specks they strike jiggle without any other cause.

    PracticalLow risk
  3. Science 7–10 · Year 7

    Cooling curve of stearic acid: temperature holds steady while a liquid freezes

    During a change of state the temperature stays constant even though the substance keeps losing heat, because the energy goes into rearranging particles rather than slowing them.

    Practical, model not builtMedium risk
  4. Science 7–10 · Year 7

    Density of tap water and seawater from a mass-volume graph

    Density is the mass of each millilitre of a substance, so the gradient of a mass-against-volume graph measures it, and dissolved salt packs more mass into the same volume.

    PracticalLow risk
  5. Science 7–10 · Year 7

    Design a separation: iron filings, sand, sawdust and salt

    Each separation technique exploits one property difference, so a multi-part mixture needs a sequence of techniques chosen from the properties of its parts.

    PracticalLow risk
  6. Science 7–10 · Year 7

    Diffusion in a liquid: ions meeting inside a single water drop

    Dissolved particles spread through still water on their own; where the particles from two crystals meet they react to form a yellow solid, which marks the meeting point.

    Teacher-led practicalPracticalMedium risk
  7. Science 7–10 · Year 7

    Gas particles move: carbon dioxide diffusing between two test tubes

    Gas particles are in constant random motion, so a gas spreads into the space available even without stirring or wind.

    Practical, model not builtLow risk
  8. Science 7–10 · Year 7

    How much dissolves: a solubility curve for ammonium chloride

    The mass of a solid that a fixed mass of water can hold in solution rises with temperature, and a saturated solution gives back crystals as it cools.

    PracticalLow risk
  9. Science 7–10 · Year 7

    Paper chromatography of the dyes on coloured sweets

    A colour that looks single can be a mixture of dyes, and they separate because each is carried up the paper by water to a different extent.

    PracticalLow risk
  10. Science 7–10 · Year 7

    Separating sand and salt by dissolving, filtering and evaporating

    A mixture can be separated using a property in which its parts differ: salt dissolves in water and sand does not.

    PracticalLow risk
  11. Science 7–10 · Year 7

    Simple distillation: recovering pure water from salt water

    Boiling turns only the water into vapour, so condensing that vapour gives water without the dissolved salt.

    PracticalMedium risk
  12. Science 7–10 · Year 7

    Water filter challenge: what filtering removes and what it cannot

    A layered filter traps suspended particles by size, so muddy water comes out clearer, but dissolved substances pass straight through because their particles are far smaller than any gap in the filter.

    PracticalLow risk
  13. Science 7–10 · Year 7

    Winnowing and yandying: separating seed from husk and sand

    First Nations Australians separate seed from husk by winnowing (air carries off the lighter husk) and from sand by yandying (shaking a tilted dish sends small dense grains to the bottom), each technique exploiting a difference in density and particle size.

    PracticalLow risk
  14. Science 7–10 · Year 8

    Blue to white and back: water of crystallisation in copper(II) sulfate

    Heating drives water out of blue copper(II) sulfate crystals, leaving a white solid of lower mass, and adding water turns the powder blue and warm again, so the water was part of the crystals rather than dampness on their surface.

    PracticalMedium risk
  15. Science 7–10 · Year 8

    Energy from a burning fuel: heating water with a spirit burner

    Burning a fuel transfers energy to its surroundings; the temperature rise of a fixed mass of water shows how much of it reaches the water, and the flame also heats the air and the apparatus, so only part of the energy is captured.

    PracticalMedium risk
  16. Science 7–10 · Year 8

    How much of the air is used up when iron wool rusts

    Rusting uses only the oxygen in trapped air, so the water rises to replace about one fifth of the air column and no more.

    PracticalLow risk
  17. Science 7–10 · Year 8

    Iron and sulfur: a mixture you can un-mix and a compound you cannot

    Two elements mixed keep their own properties and can be separated, but once they react the compound formed has new properties and the elements can no longer be pulled apart physically.

    PracticalMedium risk
  18. Science 7–10 · Year 8

    Making and testing three gases: hydrogen, oxygen and carbon dioxide

    A gas produced in a reaction is a new substance, and each gas has a test that identifies it.

    PracticalMedium risk
  19. Science 7–10 · Year 8

    Metal or non-metal: testing lustre, conductivity and malleability

    Elements can be sorted as metals or non-metals by testing physical properties, and a few elements such as graphite and silicon break the pattern, which is why the classification rests on several properties rather than one.

    PracticalLow risk
  20. Science 7–10 · Year 8

    Physical or chemical change: evidence from seven small changes

    A chemical change makes a new substance, shown by a new colour, a gas, a solid or an energy change that cannot be undone by a physical method, while after a physical change the same substance remains in a new form.

    PracticalLow risk
  21. Science 7–10 · Year 8

    Splitting water: two volumes of hydrogen to one of oxygen

    Water is a compound of two elements in a fixed ratio; an electric current decomposes it and the 2 : 1 gas volumes match the formula H2O.

    PracticalLow risk
  22. Science 7–10 · Year 8

    Warmer or colder: measuring the energy change of four reactions

    A chemical reaction transfers energy to or from its surroundings, so the temperature of the mixture rises (exothermic) or falls (endothermic).

    PracticalMedium risk
  23. Science 7–10 · Year 8

    What a burning candle makes: testing for water and carbon dioxide

    Burning is a chemical reaction with oxygen that produces new substances, and the products of a hydrocarbon flame can be caught and identified.

    PracticalMedium risk
  24. Science 7–10 · Year 8

    What makes iron rust: nails in air, water, both and neither

    Rusting is a slow chemical change that needs both oxygen and water, and a controlled comparison shows which conditions matter.

    PracticalLow risk
  25. Science 7–10 · Years 9–10

    Burning magnesium in a crucible: the mass goes up

    Mass is conserved in a reaction, so when magnesium combines with oxygen from the air the solid product weighs more than the metal by the mass of oxygen it took in.

    Practical, model not builtMedium risk
  26. Science 7–10 · Year 9

    Conservation of mass in an open flask and a sealed bottle

    The total mass of reactants equals the total mass of products; an apparent loss in an open container is the mass of gas that left.

    Practical, model not builtLow risk
  27. Science 7–10 · Years 9–10

    Getting a metal from its oxide: heating copper(II) oxide with charcoal

    Carbon is more reactive than copper, so heating copper(II) oxide with charcoal removes the oxygen and copper metal remains, the reaction behind extracting metals from their ores.

    PracticalMedium risk
  28. Science 7–10 · Years 9–10

    Heating metal carbonates: which ones break down, and by how much

    A decomposition reaction turns one compound into simpler substances; heating some metal carbonates breaks them down into a metal oxide and carbon dioxide, and how easily they break down follows the reactivity of the metal.

    PracticalMedium risk
  29. Science 7–10 · Years 9–10

    Magnesium in acid: predicting the volume of hydrogen before you collect it

    A reaction between a metal and an acid makes a salt and hydrogen, and the mass of metal fixes the volume of gas, so a prediction can be tested.

    PracticalMedium risk
  30. Science 7–10 · Years 9–10

    Making a salt: copper(II) sulfate crystals from copper oxide and sulfuric acid

    An insoluble base neutralises an acid to make a soluble salt and water; using an excess of the base and filtering it off gives a pure salt solution from which crystals of the salt can be grown.

    PracticalMedium risk
  31. Science 7–10 · Years 9–10

    Neutralisation: how the pH changes as acid is added to an alkali

    Adding an acid to an alkali neutralises it: the pH falls only slowly at first, then very sharply at the point where the alkali has just been used up, and an indicator shows that point as a sudden colour change.

    Practical, model not builtMedium risk
  32. Science 7–10 · Year 9

    Radioactive dating with dice: half-life as a rule, not a clock

    Each unstable atom has a fixed chance of decaying in a given time, so the number left halves every half-life; counting the parent left in a mineral against the daughter formed gives the rock's age.

    Practical, model not builtLow risk
  33. Science 7–10 · Year 9

    Radioactive decay with 100 dice: chance, half-life and the decay curve

    Each unstable nucleus decays at random with a fixed chance per unit time, so a large sample loses a constant fraction in each equal interval and the count falls along a curve with a constant half-life.

    Practical, model not builtLow risk
  34. Science 7–10 · Years 9–10

    Red cabbage indicator: reading acids and bases by colour

    An indicator is a substance whose colour depends on how acidic or basic a solution is, so it turns the invisible property of pH into something a learner can see and rank.

    PracticalLow risk
  35. Science 7–10 · Year 9

    Rutherford's gold-foil experiment as a rolling-ball model of the nucleus

    Most of an atom is empty space with a tiny, dense, positively charged nucleus, because most alpha particles pass straight through a foil and a very few bounce back.

    Practical, model not builtLow risk
  36. Science 7–10 · Year 9

    Weighing a flame: how much carbon dioxide a burning candle adds to the air

    Combustion moves carbon that was stored for millions of years in petroleum into the air as carbon dioxide, and because oxygen from the air joins it, the carbon dioxide produced weighs about three times as much as the wax burned.

    PracticalMedium risk
  37. Science 7–10 · Years 9–10

    Which antacid neutralises the most acid

    A carbonate in an antacid tablet neutralises acid, so the volume of acid a tablet can neutralise before the indicator changes compares how much base different brands contain.

    PracticalLow risk
  38. Science 7–10 · Year 10

    Catalysts: manganese dioxide and liver speed up the breakdown of hydrogen peroxide

    A catalyst increases the rate of a reaction without being used up, so the same amount of product forms sooner and the catalyst can be recovered.

    Practical, model not builtMedium risk
  39. Science 7–10 · Year 10

    Chlorine, bromine and iodine: reactivity down group 17 by displacement

    A more reactive halogen displaces a less reactive one from its salt, so a grid of halogen against halide solutions orders the group.

    PracticalMedium risk
  40. Science 7–10 · Year 10

    Flame tests: identifying metals by the colour of their light

    Each element gives out light of its own colours when its electrons drop back to lower energy levels, so a flame colour identifies the metal in a compound.

    PracticalMedium risk
  41. Science 7–10 · Year 10

    Gas volume against time: reading a rate from the gradient

    Rate is the gradient of a product-against-time graph, steepest at the start when reactant concentration is highest and zero when the magnesium has all reacted.

    PracticalMedium risk
  42. Science 7–10 · Year 10

    Lithium and sodium in water: reactivity down group 1

    Elements in the same group react in the same way and their reactivity changes in a regular order down the group, which the periodic table was built to show.

    Teacher-led practicalPracticalHigh risk
  43. Science 7–10 · Year 10

    Lumps against powder: surface area and the rate of reaction on a balance

    Only particles at a surface can collide with the acid, so the same mass of solid in smaller pieces reacts faster although the total gas made is the same.

    PracticalMedium risk
  44. Science 7–10 · Year 10

    Making a plastic from potato starch and changing it with glycerol

    A polymer's properties depend on how its chains are held together, so adding a plasticiser such as glycerol turns a brittle starch film into a flexible one, and a starch plastic can be broken down by soil organisms that cannot digest polyethylene.

    PracticalLow risk
  45. Science 7–10 · Year 10

    Metals competing for salts: building a reactivity series on a spotting tile

    A more reactive metal displaces a less reactive metal from a solution of its salt, so a grid of metal-against-salt tests orders the metals.

    PracticalLow risk
  46. Science 7–10 · Year 10

    Salt, sugar and wax: properties that reveal ionic and covalent substances

    Ionic substances such as sodium chloride have high melting points and conduct only when their ions are free to move, while covalent molecular substances such as sugar and wax melt easily and never conduct.

    PracticalMedium risk
  47. Science 7–10 · Year 10

    Synthesis, decomposition and displacement: three reactions, three patterns

    Reactions fall into patterns that can be read from their equations: two substances joining, one splitting, or one element taking the place of another.

    PracticalMedium risk
  48. Science 7–10 · Year 10

    The disappearing cross: how concentration changes the rate of reaction

    Rate rises with concentration because more particles per volume means more collisions per second; the time for a fixed amount of product to form falls in proportion.

    Practical, model not builtMedium risk

For tutors and administrators

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